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Chapter  XXIV,  Vol.  1,  1913 


DEPARTMENT  OF  THE  INTERIOR 

BUREAU  OF  EDUCATION 


PROGRESS  OF  TEACHER  TRAINING 

BY 

CHARLES  HUGHES  JOHNSTON 

Professor  of  Secondary  Education  in  the  University  of  Illinois 


[Reprint  from  the  Report  of  the  Commissioner  of  Education 
for  the  year  ended  June  30,  1913] 


379s:°— 14 


WASHINGTON  : GOVERNMENT  PRINTING  OFFICE  : 1914 


JO 


cT~ 

. I 

CHAPTER  XXIV. 

PROGRESS  OF  TEACHER  TRAINING. 

By  Charles  Hughes  Johnston, 

Professor  of  Secondary  Education  in  the  University  of  Illinois. 


Co 


Contents.— I.  Introduction.  II.  Specially  equipped  schools  of  education  or  teachers  colleges.  III. 
State  universities.  IV.  Smaller  private  colleges.  V.  Normal  schools.  VI.  State  departments  of  edu- 
cation. VII.  City  school  systems.  VIII.  Summer  schools. 


I.  INTRODUCTION. 


Even  a partial  survey  of  the  field  of  activities  in  teacher  training 
in  the  United  States  reveals  a bewildering  series  of  distinguishable 
activities  which  may  be  said  to  aim  at  raising  the  standard  of  pro- 
fessional service  in  the  public-school  system.  It  is  the  purpose  of 
this  account  to  make  a rough  classification  of  the  persisting  older 
movements  and  the  newly  instituted  movements  which  look  toward 
furnishing  some  definite  pedagogical  equipment  for  this  work. 

There  are  various  agencies  and  organizations  whose  teacher- 
training functions  may  be  fairly  differentiated.  First,  there  are  the 
private  institutions  with  special  equipment,  endowment,  and  organi- 
zation for  independent  administration,  and  unrestricted  fields  of 
teaching  and  investigation,  such  as  Teachers  College,  Columbia  Uni- 
versity, and  the  School  of  Education,  University  of  Chicago.  Then 
come  State  universities  with  their  peculiar  responsibilities  and  some- 
what restricted,  but  more  clearly  defined,  fields  of  service.  Private  col- 
leges, because  of  their  relations  to  the  public  schools  and  in  many  cases 
official  relations  to  State  systems  of  education,  have  also  a vital  work 
to  do  in  this  same  field.  Normal  schools  by  virtue  of  their  very 
’existence  are  primarily  if  not  exclusively  concerned  with  this  one 
professional  problem.  State  departments,  in  the  present  central- 
izing tendencies  in  State  systems  of  education,  are  increasingly 
assuming  and  securing  authority  in  setting  standard  qualifications 
for  teachers,  and  are  also  putting  forth  corresponding  effort  in  various 
ways  to  see  that  efficient  service  consistent  with  such  standards  is 
rendered  by  these  “ approved”  teachers.  City  school  systems  are 
more  than  ever  before  setting  systematically  about  the  work  of 
training  teachers,  and  are  furnishing  to  other  groups  of  professional 
pedagogical  workers  new  points  of  view  as  to  essential  principles  and 
v ■ methods  to  be  observed  in  this  business  of  training  teachers.  The 
whole  institution  of  the  summer  school — including  in  this  class  of 
professional  work  (for  it  is  mainly  for  teachers)  the  summer  sessions 
A of  universities,  colleges,  and  normal  schools,  and  sectional  or  con- 
solidated long-term  summer  institutes,  the  county  institutes,  the 
city  institutes,  and  the  high-school  summer  schools — has  assumed 
proportions  in  the  work  of  teacher-training  whose  importance  and 

499 


500 


EDUCATION  REPORT,  1913. 


possibilities  have  not  been  as  yet  fully  realized  or  appreciated.  The 
movement  looking  toward  the  more  general  establishment  of 
genuine  normal-training  curriculums  in  public  high  schools  has 
become  one  of  critical  importance  to  the  immediate  development  of 
such  schools  and  to  secondary  education  generally.  Still  other 
organizations  are  affecting  in  measurable  ways  the  progress  of  teacher- 
training, if  we  could  sense  or  roughly  estimate  the  summation  of 
influences  which  various  reading  circles,  'teachers’  associations,  and 
other  corporate  expressions  of  the  teachers’  professional  consciousness 
are  exerting. 

No  merely  quantitative  or  statistical  account — even  if  it  were 
available — would  adequately  represent  the  momentum  and  extent 
of  this  professional  work  for  teachers.  This  report  will  contain  a 
quantitative  account  of  what  in  the  movement  lends  itself  to  such 
treatment.  With  this  will  be  offered,  necessarily,  some  interpreta- 
tion of  these  figures  and  some  citation  of  specific  instances  of  signi- 
ficant or  novel  advance. 

The  data  upon  which  most  of  this  account  is  based  were  secured 
through  letters  of  inquiry.  Different  sorts  of  letters  were  addressed 
to  those  in  charge  of  many  of  the  agencies  of  teacher  training,  some 
definite  questions  were  put,  and  a general  request  was  made  for 
reports  of  any  other  important  items  of  progress.  The  replies  are 
all  individually  valuable,  but  difficult  to  summarize  in  any  fashion 
which  will  do  justice  to  the  variety  of  ideas  and  conceptions  of  the 
nature  of  the  work  which  they  contain.  Because  of  this  personal 
equation  in  interpretation,  several  replies  will  be  quoted  in  full.  It 
should  be  kept  in  mind  that  these  selected  replies  also  serve  to  suggest 
how  complex  our  problem  really  is  and  how  individualistic  at  present 
most  of  the  pioneer  movements  are. 

The  first  plan  of  this  report,  to  exclude  from  consideration  all 
accounts  of  significant  progress  which  did  not  fall  strictly  within  the 
year  just  passed,  had  to  be  abandoned.  Many  projects  of  great 
interest  and  importance,  in  addition  to  these  initiated  and  completed 
within  the  year,  are  merely  continuing  well,  others  are  culminating, 
and  still  others  have  been  abandoned  during  this  period.  For  these 
reasons  the  survey  is  broader  than  a survey  of  one  year’s  develop- 
ments. It  can  not,  however,  pretend  to  be  exhaustive,  nor  to  have 
placed  the  emphasis  properly  in  each  case. 

A large  field  of  teacher-training  is  by  common  consent  assigned  to 
the  university  and  college,  namely,  that  of  research,  extended  experi- 
mental and  comparative  studies,  and  the  technical  preparation  of 
those  looking  toward  professorships  in  college  departments  of  edu- 
cation, in  normal  schools,  and  departmentalized  teaching  in  high 
schools,  or  to  superintendencies.  Few  college  or  university  heads  yet 
view  the  field  clearly.  They  in  most  cases  make  concessions  to  some 
sort  of  vague  outside  pressure  and  even  encourage  developments, 
although  they  formulate  no  constructive  program  and  initiate  no 
distinct  and  effective  type  of  organization  to  do  this  teacher- training 


PROGRESS  OF  TEACHER  TRAINING. 


501 


work.  The  latter  step  is  as  essential  as  any  correct  academic  or 
scholarly  theory  of  the  professional  equipment  of  teachers.  This 
administrative  problem  will  be  discussed  later  on. 

The  college  professor  of  education  has  become  a factor  in  our  educa- 
tional development  to  reckon  with.  He  has  ceased  merely  to  derive 
trite  maxims  from  an  academic  philosophy;  he  reaches  out  into 
various  related  fields,  psychological,  sociologic,  economic,  or  indus- 
trial, as  the  case  may  be,  and  actually  makes  various  new  depart- 
ments of  study;  he  steadies  himself  in  his  emancipated  position  as 
coordinate  in  rank  with  older  academic  and  professional  colleagues, 
evolving  his  method  and  educational  philosophy  in  accordance  with 
new  social,  industrial,  and  political  conditions;  he  recruits  his  teach- 
ing ranks  with  men  who  are  of  the  constructive  research  order;  he 
plans  ahead  how  to  help  his  intending  students  to  orient  themselves  in 
the  labyrinths  of  the  general  college  curriculums  planned  yet  with  no 
reference  to  intending  teachers ; he  meets  the  schoolman  in  the  school- 
room and  handles^without  gloves  the  dusty  problems  of  that  atmos- 
phere. Often  his  problems  are  so  new  that  in  any  particular  field  he 
can  exhaust  his  knowledge  and  the  available  literature  in  a one-hour 
course.  His  material  is  still  somewhat  unsystematized;  his  nomen- 
clature is  confusing;  his  courses  overlap  and  are  not  so  easily  stand- 
ardized for  “transfer  of  credits”  as  those  in  Latin  or  mathematics. 
Some  of  his  colleagues  still  think  of  him  as  an  alien.  He  himself, 
however,  is  for  the  most  part  so  immersed  in  his  own  problems,  fasci- 
nating and  urgent,  as  to  be  immune  both  to  intimations  of  his  real 
importance  and  to  the  attitude  of  his  academic  colleague  who  has 
ample  time  for  leisurely  surveillance  of  a neighbor’s  doings. 

An  examination  of  all  the  available  university  and  college  cata- 
logues for  the  past  two  years  furnished  data  for  the  following  tabular 
presentation  of  the  variety  of  matters  bearing  somewhat  directly  on 
the  instructional  program  of  the  schools  or  departments  of  education. 
Table  I shows  the  differentiations  of  fields  and  of  courses,  and  the 
varieties  of  exploitation  of  new  fields,  as  well  as  some  adaptation  to 
local  conditions  and  to  the  individual  penchants  of  the  professors  in 
charge  of  the  work.  Teachers  College,  Columbia  University,  and  the 
School  of  Education,  of  Chicago  University,  are  not  represented  in 
the  table,  for  they  are  in  many  ways  in  a class  by  themselves  and  are 
to  be  considered  separately. 

EXPLANATION  OF  TABLE  I. 

This  table  is  the  result  partly  of  interpretation  of  courses.  For  instance:  Child 
psychology,  genetic  psychology,  and  psychology  of  education  are  conveniently 
included  under  educational  psychology.  Religious  education  is  listed  under  moral, 
not  because  it  is  regarded  as  identical  with,  but  most  closely  allied  to,  moral  education. 
Courses  on  defective  children  are  grouped  under  abnormal  psychology.  Wherever 
the  relationship  of  courses  does  not  seem  as  close  as  the  foregoing,  but  still  indicates 
some  general  kinship,  the  name  of  the  course  is  stated  in  the  column  more  nearly  its 
own.  The  column  “Other  topics”  includes  general  courses  as  well  as  those  which 
can  not  reasonably  be  grouped  under  other  heads. 


Table  I . — Instructional  work  in  education  in  a number  of  universities:  Courses — Teachers  and  their  degrees — Number  of  teachers  in  each  course. — Part  I . 


502  EDUCATION  REPORT,  1913. 


PROGRESS  OF  TEACHER  TRAINING. 


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Table  I . — Instructional  work  in  education  in  a number  of  universities:  Courses — Teachers  and  their  degrees — Number  of  teachers  in  each  course. — Part  II. 


504 


EDUCATION  REPORT,  1913, 


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506 


EDUCATION  REPORT,  1913. 


This  rapid  multiplication  of  educational  courses  has  resulted  in  an 
unfortunately  confusing  nomenclature  for  courses.  There  does  not 
seem  to  be  a sharp  differentiation  between  many  of  these  courses. 
This  often  results  in  injustice  to  students  who  transfer  from  one  school 
to  another.  Courses  differently  titled  appear  to  be  quite  similar  in 
content. 

This  confusion  in  part,  with  the  varying  practice  with  reference  to 
“minimal  essentials”  as  introductory  courses,  reflects  a difference  of 
opinion  as  to  what  really  constitutes  teacher  training.  It  is  quite 
evident  that  courses  in  education  should  be,  in  many  cases  at  least, 
as  specific  as  those  in  law  or  medicine.  A glance  at  Table  I reveals 
the  fact  that  the  only  approach  to  a constant  offered  is  “history  of 
education,”  and  this  can  not  be  judged  a constant  if  such  schools  as 
the  University  of  Chicago  are  included.  Here  history  of  education 
is  not  required.  State  boards  of  education,  in  the  requirements  for 
professional  examinations,  show  the  same  lack  of  uniformity.  The 
varying  emphasis  placed  on  courses  may  be  due  to  several  causes. 
Among  these  is  the  lack  of  equipment  in  the  school  itself,  including 
the  lack  of  preparation  of  the  instructors  in  charge,  and  also  the 
insufficiency  of  teachers.  But  other  partial  causes  he  deeper  than 
those  just  named. 

Is  there  any  fundamental  difference  between  “principles  of  educa- 
tion,” “philosophy  of  education,”  and  the  “ psychology  of  education,” 
as  they  are  often  actually  given  ? These  titles  designate  overlapping 
courses.  In  fact,  the  philosophy  of  education  is  still  vaguely  described 
everywhere.  There  is  no  textbook,  apparently,  that  adequately  rep- 
resents what  this  course  should  include.  Some  schools  treat  prin- 
ciples of  education  as  an  elementary,  introductory  course;  others  as 
one  whose  prerequisites  should  be  history  of  education  and  educa- 
tional psychology.  Each  defines  its  own  courses.  Each  State  has 
its  own  requirements,  with  even  the  statutes  specifying  the  same  in 
terms  which  are  not  definite.  A cooperative  effort  should  be  made 
to  determine  what  is  essential  and  what  may  serve  as  simply  electives 
for  undergraduates  in  similar  groups,  what  as  prerequisite  for  entrance 
to  later  graduate  work,  and  what  as  merely  cultural  work  for  those 
who  do  not  intend  to  teach,  but  who  as  laymen  and  citizens  need  some 
understanding  of  educational  principles  and  administration. 

Table  I shows  that  our  universities  are  responding  to  the  increasing 
demand  for  more  efficient  teachers.  There  is  not  only  a general 
increase  in  courses,  but  there  is  a more  thoroughly  trained  and  selected 
teaching  body  giving  these  courses.-  The  number  of  professors  with 
the  doctor’s  degree  indicates  more  highly  specialized  work.  This  is 
evident  in  the  number  of  seminars  offered  and  in  the  greater  oppor- 
tunities for  research.  See  Table  II. 


PROGRESS  OF  TEACHER  TRAINING. 


507 


Tables  I and  II  also  reveal  a general  tendency  to  raise  the  standard 
of  teaching.  The  tables  do  not  show,  of  course,  how  efficiently  these 
courses  are  taught,  but  from  the  descriptions  of  the  courses  one  senses 
the  advent  of  the  expert  and  sees  evidence  of  genuine  curriculum 
thinking. 

The  tables  are  also  significant  in  what  they  do  not  record.  There 
are  no  courses  in  textbook  making,  only  a few  courses  on  the  science 
and  art  of  study,  only  a few  courses  on  moral  education  or  religious 
education,  or  in  educational  statistics,  or  as  yet  in  either  industrial 
education  or  in  higher  education.  Four  institutions  report  courses 
offered  in  the  administration  and  methods  of  higher  education  for 
those  definitely  preparing  for  work,  administrative  or  instructional, 
in  normal  schools,  colleges,  and  universities.  (For  typical  contents 
for  such  a course  see  Ed.  Rev.,  Nov.,  1913,  p.  390  ff.)  It  should  be 
noted  that  the  rate  of  increase  in  research  in  education  and  in  number 
of  doctorates  conferred  exceeds  that  in  any  other  field  of  graduate 
study.  There  are  only  a few  courses  in  experimental  education. 
The  technique  of  teaching — that  is,  the  art  of  developing  lessons  in 
class — is  not  treated  adequately  in  the  secondary  subjects.  Special 
methods  are  taught  by  college  men  in  charge  of  these  particular 
departments,  but  this  does  not  guarantee  that  an  effective  technique 
of  teaching  is  offered.  There  is  a noted  recent  increase  in  the  number 
of  courses  in  secondary  education,  with  in  many  cases  a fairly  thor- 
oughgoing differentiation  of  courses  in  that  field. 

In  addition  to  the  catalogue  study  of  the  teacher-training,  a general 
letter  was  sent  to  professors  of  education  in  universities  and  a num- 
ber of  the  smaller  colleges  requesting  information  concerning  changes 
in  general  policy  or  advanced  steps  in  administration  which  have 
occurred  recently,  especially  during  the  year  1912.  There  was  a 
further  request  for  accounts  of  developments  contemplated  for  the 
near  future.  With  this  was  inclosed  a list  of  topics  indicative  of  the 
kind  of  information  sought,  it  being  made  clear  that  the  list  was  not 
comprehensive. 

The  list  follows  (items  1-6  inclusive),  with  other  items  added  which 
were  furnished  by  those  representing  the  colleges  and  universities 
who  replied  to  our  questionnaire : 

1.  Steps  taken  looking  toward  making  the  work  of  the  professional  training  of 
teachers  coordinate  administratively  with  other  professional  work  of  university  grade, 
such  as  engineering,  medicine,  or  law. 

2.  Instances  of  cooperation  in  the  teacher-training  work  by  other  college  forces,  as, 
for  example,  medical  schools  (medical  inspection),  agricultural  departments,  library 
staffs,  department  of  physical  education,  etc. 

3.  Which  of  the  following  activities  are  under  the  administrative  control  of  the 
department  or  school  of  education? 

(а)  Teacher’s  courses  in  special  subjects  given  by  other  departments. 

(б)  Physical  education  for  teachers. 


508 


EDUCATION  REPORT,  1913. 


(c)  Recommendation  of  teachers  for  positions. 

( d ) Inspection  of  State  schools. 

(e)  Extension  work  for  teachers  in  service. 

(/)  Field  work,  using  city  schools  as  laboratories  for  advanced  students,  etc. 

(g)  High-school  conferences  held  on  grounds. 

(h)  Summer  schools. 

(i)  Education  surveys. 

(j)  Technological  departments  (manual  training,  domestic  science,  public-school 

music,  etc.). 

( lc ) Graduate  work  in  education. 

4.  Special  requirements  for  the  master’s  or  doctor’s  degree  in  education,  differing 
from  requirements  for  degrees  in  other  branches  of  study;  for  example,  demonstrated 
teaching  ability,  personal  traits,  moral  force,  general  culture,  etc. 

5.  Changes  in  entrance  requirements  to  courses  in  education. 

6.  Changes  in  number  of  hours  or  in  specific  subjects  as  requirements  for  teachers^ 
certificates  or  diplomas. 

7 . Prac  tic  e schools . 

8.  School  clinic. 

9.  Measurements  of  efficiency. 

10 . N ew  b uild  mgs . 

11.  Affiliation  with  city  schools. 

12.  Degrees  in  education. 

13.  Special  short  curriculums. 

14.  Follow  State  board  standards  in  teachers’  certificates  or  diplomas? 

15.  Double  standard  for  granting  teaching  certificates  or  diplomas? 

16.  Addition  of  new  courses. 

Fairly  detailed  replies  were  received  from  67  institutions.  For 
purposes  of  comment  and  interpretation  we  may  group  the  institu- 
tions heard  from  into  three  classes:  A,  special  universities;  B , State 
universities;  C,  the  smaller  colleges.  It  will  be  noted  that  some  of 
the  questions  relating  to  administrative  problems  refer  chiefly  to  the 
institutions  in  classes  A and  B.  Most  of  the  items,  however,  are 
significant  and  pertinent  for  all.  The  following  Tables  II  and  III 
contain  the  list  of  institutions  and  show  roughly  the  information 
classified  and  attributed  to  proper  institutions.  Some  institutions 
not  reporting  upon  the  chart  items  in  most  cases  reported  other 
interesting  activities.  Reports  on  items  7 to  16  merely  show  recent 
happenings  or  make  incidental  mention.  There  are  many  practice 
schools  and  institutions  granting  degrees,  for  example,  not  shown  in 
the  table. 


Table  II. — Tabulation  of  answers  to  questionnaire. 


PROGRESS  OF  TEACHER  TRAINING. 


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1 Key:  +=Yes;  0=No;  Doubtful  interpretation;  pr.=  Proposed.  2 For  full  reading  of  questions,  see  p.  507. 


II. — Tabulation  of  answers  to  questionnaire.1 — Continued. 


510  EDUCATION  REPORT,  1913. 


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(a)  Special  subjects  in  other 
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PROGRESS  OF  TEACHER  TRAINING. 


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Table  IV. — Character  of  courses  in  education  in  certain  normal  schools. 


512 


EDUCATION  REPORT,  1913, 


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Millersville 

R.  I. — Providence 

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PROGRESS  OF  TEACHER  TRAINING, 


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17726° — ed  1013 — vol  1 


OQ 


514 


EDUCATION  REPORT,  1913, 


Before  generalizing  from  these  totals  secured  from  such  a variety 
of  different  institutions  some  discussion  of  the  particularly  significant 
classes  should  be  emphasized. 

II.  TEACHERS’  COLLEGES  IN  ENDOWED  INSTITUTIONS. 

The  teacher-training  work  of  the  institutions  styled  “ Special 
universities,  group  A”  differs  in  character,  scope,  and  method  of 
administration  from  the  work  of  either  of  the  other  groups. 

The  following  replies  from  Teachers  College  and  the  School  of 
Education  of  the  University  of  Chicago  are  of  sufficient  general 
importance  to  be  quoted  in  full.  It  will  be  seen  from  these  typical, 
but  unusually  clear,  responses  to  our  inquiry  that  some  arbitrary 
interpretation  of  answers  and  comments  must  be  made  in  order  to 
condense  into  a statistical  summary  the  main  features  of  the  data 
obtained  from  all  the  higher  institutions. 

Teachers  College  , Columbia  University  .—The  account  of  the  work 
and  proposed  changes  at  Teachers  College  contains  items  answering 
the  questionnaire  seriatim,  especially  the  policy  of  markedly  raising 
the  admission  standards,  the  significance  of  which  for  progress  in 
teacher  training  will  be  readily  appreciated : 

(1)  The  work  of  Teachers  College  is  already  coordinated  administratively  with  the 
other  professional  schools  of  Columbia  University.  Since  its  connection  with  Colum- 
bia University,  Teachers  College  has  ranked  as  a professional  school,  taking  the  same 
place  in  the  university  system  as  the  schools  of  law,  medicine,  and  applied  science. 

(2)  By  the  organization  outlined  in  paragraph  one,  Teachers  College  has  its  own 
faculty,  the  members  of  which  devote  their  exclusive  time  to  instruction  relating  to 
the  training  of  teachers,  supervisors,  superintendents,  and  college  and  normal  school 
professors  of  education. 

(3)  (a),  (6),  (c);  each  of  these  items  is  under  the  control  of  Teachers  College. 

( d ) Not  Controlled  by  Teachers  College. 

( e ) Work  in  extension  teaching  is  controlled  by  a separate  department  of  the  uni- 
versity organized  for  that  purpose. 

(/)  Not  under  control  of  Teachers  College. 

(g)  There  are  frequent  educational  meetings  at  Teachers  College,  which  include 
high-school  associations  of  teachers. 

(h)  Teachers  College  has  its  summer  school  offering  organized  as  an  integral  part  of 
its  work.  Practically  all  of  the  faculty  of  the  summer  session  is  selected  from  the  regu- 
lar faculty  of  the  college. 

(i)  The  members  of  the  faculty  of  Teachers  College  often  take  part  in  education 
surveys,  but  such  work  can  not  be  said  to  be  under  the  control  of  this  institution. 

(j)  Teachers  College  has  under  its  control  regular  departments  devoted  to  instruc- 
tion in  household  arts,  industrial  arts,  school  music,  fine  arts,  physical  education, 
and  nursing  and  health. 

(k)  Graduate  work  in  education  is  in  charge  of  the  school  of  education  of  Teachers 
College. 

(4)  The  requirements  for  the  master’s  and  doctor’s  degrees  for  candidates  specializ- 
ing in  education  are  outlined  fully  on  pages  24-27  of  the  announcement  of  the  school 
of  education  of  Teachers  College  for  1913-14. 

(5)  Teachers  College,  in  its  school  of  education,  has  recently  made  marked  changes 
in  its  requirements  for  admission  to  be  in  effect  after  July  1, 1914.  The  present  require- 


PROGRESS  OP  TEACHER  TRAINING. 


515 


merits  for  admission  are  outlined  on  page  28  of  the  announcement  of  the  school  of 
education.  The  new  requirements  for  admission  after  July  1,  1914,  are  outlined  on 
page  29  of  the  announcement. 

,By  these  changes  it  will  be  seen  that  the  school  of  education  of  Teachers  College 
will  become  a graduate  school  after  July  1,  1914,  so  far  as  preparation  is  concerned  for 
teaching  in  secondary  schools  such  academic  subjects  as  English,  history,  Latin, 
French,  German,  mathematics,  physics,  chemistry,  biology,  or  geography.  After 
July  1,  1914,  the  school  of  education  of  Teachers  College  will  receive  as  students 
majoring  in  these  subjects  only  those  who  hold  the  bachelor’s  degree  from  an  approved 
institution.  This  means  that  after  July  1,  1914,  all  students  received  with  a major 
in  these  subjects  will  matriculate  for  the  master’s  or  doctor’s  degree  and  diploma. 
The  demands  of  the  secondary  schools  throughout  the  country  for  increased  prepara- 
tion have  made  this  new  regulation  necessary. 

The  school  of  education  will  continue,  as  heretofore,  to  receive  candidates  for  the 
bachelor’s  degree  specializing  in  elementary  or  kindergarten  education,  or  in  the 
teaching  of  household,  industrial,  or  fine  arts.  After  July  1,  1914,  candidates  for  the 
bachelor’s  degree  specializing  in  elementary  or  kindergarten  education  must  offer  for 
admission  a record  of  at  least  two  years  of  successful  experience  in  teaching  in  addition 
to  the  requirements  for  admission  now  in  force. 

School  of  education,  University  of  Chicago. — The  report  communi- 
cated from  the  University  of  Chicago  is  likewise  illuminating  and 
furnishes  also  in  a concise  statement  another  adequate  and  very 
important  account  of  the  work  of  teacher  training  which  is  represent- 
ative of  the  best  in  the  country. 

Inasmuch  as  there  was  a radical  reconstruction  in  the  administration  of  many 
aspects  of  our  work  from  1909-1911  immediately  after  Mr.  Judd  became  director  of  the 
school  of  education,  there  have  been  relatively  few  large  modifications  since.  Some 
of  the  significant  points  in  Mr.  Judd’s  administration  are  the  following: 

1.  For  graduate  work  in  the  department  of  education,  a prerequisite  of  two  courses 
in  education  and  one  course  in  a related  science  was  established.  The  master’s 
essay  has  been  made  essentially  a piece  of  minor  research,  objective  in  character  and 
involving  the  use  of  three  types  of  technique,  namely,  experimental,  statistical,  or 
historical. 

2.  For  undergraduate  students  in  the  college  of  education  the  prevailing  require- 
ments of  psychology  and  history  of  education  were  abolished  and  required  courses 
in  the  principles  of  education  and  general  methods  substituted.  These  courses  are 
taught  by  instructors  who  are  versed  in  psychology  and  bring  in  as  much  of  this  sub- 
ject as  is  needed  for  explanatory  purposes. 

3.  As  far  as  the  history  of  education  is  taught,  emphasis  is  placed  upon  the  history 
of  the  development  of  school  practice  and  organization  in  relation  to  changing  social 
conditions.  Special  emphasis  is  placed  on  the  development  of  American  education 
in  relation  to  general  social  changes.  The  courses  along  this  line  are  given  by  a spe- 
cialist in  American  history  who  is  a member  both  of  the  department  of  history  in  the 
college  of  arts,  literature,  and  science,  and  of  the  department  of  education. 

4.  As  contrasted  with  certain  other  institutions,  there  exists  the  most  intimate 
unification  of  the  activities  and  administration  of  the  college  of  education  and  of  gen- 
eral university  administration.  The  college  of  education  conforms  to  all  general 
university  rules  and  is  financially  and  academically  as  much  an  integral  part  of  the 
university  as  is  the  college  of  arts,  literature,  and  science.  Hence,  as  regards  the 
special  activities  referred  to  in  paragraph  3 of  the  questionnaire,  one  may  make  the 
following  statements: 


516 


EDUCATION  REPORT,  1913. 


(a)  Teachers’  courses  in  special  subjects  are  given  in  the  college  of  education  by 
instructors  who  are  primarily  members  of  its  staff,  but  also  in  most  cases  members  of 
the  faculty  of  the  college  of  arts,  literature,  and  science,  where  they  also  give  courses. 

(&)  Physical  education  of  men  and  women  is  a general  university  function,  but  some 
special  courses  in  schoolroom  gymnastics  are  given  in  the  college  of  education. 

(c)  There  is  a general  university  appointment  office  for  placing  teachers  which 
cooperates  constantly  with  the  offices  of  the  college  of  education. 

(d)  There  is  a general  university  director  of  the  relations  with  cooperating  or  accred- 
ited high  schools  who  is  also  a professor  in  the  department  of  education. 

( e ) Extension  work  for  teachers  is  also  a general  university  function.  It  includes 
a correspondence  study  department  and  a special  college  which  gives  down-town 
extension  classes  on  Saturday  and  during  late  afternoon  hours.  The  dean  of  this 
college  is  head  of  the  department  of  natural  science  in  the  college  of  education. 

(/)  Field  work  is  conducted  largely  in  our  own  laboratory  schools.  Our  high  school 
numbers  400  students,  and  there  is  a similar  number  in  the  elementary  school.  A 
special  industrial  class  is  conducted  in  the  high  school;  and  a residential  clinic  for 
the  study  of  psychopathic,  retarded,  and  mentally-deficient  children  is  now  in  the 
process  of  organization.  These  laboratory  schools  are  regarded  by  the  university  in 
the  same  way  as  other  laboratories  and  are  supported  accordingly. 

In  this  connection  there  is  one  notable  departure  instituted  by  Mr.  Judd  which  is 
worth  mentioning.  Most  of  the  so-called  experimental  schools,  from  the  time  of 
Pestalozzi  to  the  present,  have  been  experimental  simply  in  the  sense  that  they 
varied  the  conditions  of  instruction.  They  seldom  or  never  took  the  step  of  meas- 
uring adequately  the  results  of  the  variations  which  they  instituted . In  our  university 
high  school  and  elementary  school  constant  endeavors  are  made  to  measure  the 
efficiency  of  the  instruction.  Upon  this  basis  the  efficiency  has  increased  enormously 
in  four  years,  and  great  economies  have  been  effected.  The  most  striking  of  these 
has  been  the  reduction  of  the  elementary  school  course  to  seven  years  without  any 
elimination  of  content,  thus  making  the  combined  elementary  and  high-school  course 
11  years  instead  of  12. 

( g ) Conferences  of  high  schools  in  cooperation  with  the  University  of  Chicago  are 
held  each  spring  at  the  university.  These  are  organized  by  the  director  mentioned 
above  in  “6,”  and  the  proceedings  are  published  in  the  School  Review.  Funda- 
mental questions  of  adaptation  of  high-school  and  college  work  are  discussed. 

( h ) The  summer  school  is  also  a general  university  function.  In  this  connection 
one  of  our  chief  problems  is  the  organization  of  real  graduate  training  for  students 
who  are  doing  all  their  work  for  the  master’s  degree  in  summers. 

(i)  Educational  surveys  on  a small  scale  are  conducted  by  our  graduate  students  in 
Chicago  and  vicinity  all  the  time.  These  vary  from  surveys  of  typical  city  com- 
munities to  surveys  of  rural  counties.  They  constitute  a favorite  topic  for  master’s 
essays. 

(j)  The  maintenance  of  departments  for  training  in  home  economics  and  household 
art  and  in  aesthetic  and  industrial  education  has  been  historically  one  of  the  chief 
characteristics  of  colleges  for  teachers,  and  continues  to  be  so  in  our  college  of  edu- 
cation. No  special  training  for  music  teachers  is  provided  here. 

(Jc)  The  department  of  education  is  a department  of  the  graduate  school  of  arts, 
literature,  and  science  of  the  university,  and  is  administered  as  any  other  graduate 
department  is.  The  same  criterion  for  advanced  degrees  prevails,  namely,  ability 
to  use  scientific  methods  in  the  investigation  of  specialized  problems.  As  stated 
above,  the  emphasis  is  placed  on  experimental,  statistical,  and  historical  technique. 

The  general  requirements  for  the  bachelor’s  degree  in  the  college  of  education 
are  the  same  as  in  the  college  of  arts,  literature,  and  science.  In  this  connection 
attention  is  called  to  the  well-known  University  of  Chicago  entrance  and  junior 
college  requirements  which  were  adopted  a.  few  years  ago.  Members  of  the  faculty 


PROGRESS  OF  TEACHER  TRAINING. 


517 


of  the  college  of  education  were  among  the  most  influential  of  the  members  of  the 
general  curriculum  committee  of  the  university  which  formulated  these  require- 
ments. In  the  senior  college  each  student  must  pursue  a major  and  minor  subject 
known  here  as  long  and  short  sequences.  If  the  student  graduates  in  the  college  of 
education,  one  of  these  sequences  must  be  taken  in  the  department  of  education, 
and  includes  practice  teaching.  This  makes  from  one-sixth  to  one-fourth  of  his  work 
for  the  degree  of  a distinctly  professional  character. 

College  of  Teachers,  University  of  Cincinnati. — Through  an  inter- 
esting series  of  developments  from  voluntary  teacher  associations, 
through  city  training  and  normal  training  stages,  on  to  departmental 
work  in  the  city  university,  the  work  for  teacher  training  in  Cincin- 
nati has  this  year  culminated  in  the  thoroughgoing,  far-sighted  organi- 
zation of  the  college  for  teachers  of  the  University  of  Cincinnati. 
The  city  board  of  education  pays  the  salary  of  the  faculty  of  this 
teachers’  college,  and  the  university  provides  a full  four-year  curricu- 
lum of  well-articulated  professional  work  leading  to  the  degree  of 
B.  S.  in  Education.  This  full  curriculum  worked  out  by  Dean 
Burris  and  his  collaborators  seems  to  set  a desirable  standard  for 
institutions  on  similar  foundations,  and  has  many  features  which 
suggest  a basis  for  mutual  development  and  harmonization  of  uni- 
versity and  public  school  interests  which  in  some  way  any  type  of 
higher  educational  institution  may  well  adopt.  Further  develop- 
ments toward  differentiated  curriculums  for  elementary  and  secondary 
school  teachers  are  in  progress. 

University  of  Pennsylvania. — The  University  of  Pennsylvania 
within  the  year  has  received  a legislative  appropriation  of  $40,000 
with  which  to  move  systematically  toward  a complete  scheme  of 
teacher  training.  Two  new  full  professorships  were  at  once  created, 
one  in  history  of  education  and  one  in  educational  administration, 
and  appointments  have  been  made.  It  is  confidently  expected  that 
the  State’s  interest  in  the  better  equipment  of  its  teachers  thus 
indicated  will  be  even  more  marked  from  year  to  year.  Pennsylvania 
is  a State  which  can  ill  afford  to  delay  work  of  this  sort. 

School  of  Education,  University  of  Pittsburgh. — Another  one  of  these 
“ special  universities”  deserving  special  mention  is  the  University  of 
Pittsburgh,  with  its  progressive  and  fully  equipped  school  of  educa- 
tion. The  plan  for  furnishing  practice  teaching  is  notable.  The 
report  of  this  work  reads: 

Perhaps  the  most  characteristic  thing  we  are  doing  is  the  practice  teaching.  You 
will  note  from  our  literature  that  we  require  daily  schoolroom  experience  throughout 
our  junior  and  senior  years,  which  counts  for  one-fourth  of  the  required  work  of  those 
two  years.  I feel  that  our  scheme  of  cooperation,  which  secures  the  highest  type 
of  practice  teaching  for  us  and  a large  amount  of  free  instruction  for  the  secondary 
and  other  schools  of  the  community,  is  the  best  kind  of  practice  teaching  I have  ever 
seen.  We  try  to  go  beyond  the  mere  perfunctory  requirements  of  so  many  hours’ 
teaching.  The  teaching  is  actually  of  a very  high  grade.  The  supervision  is  first- 
class  and  as  frequent  and  as  constant  as  necessary,  and  in  most  cases  our  practice 


518  EDUCATION  REPORT,  1913. 

teachers  rank  close  to  the  best  regular  teachers  of  the  faculty  of  the  schools  in  which 
they  teach. 

This  particular  plan,  developed  at  Pittsburgh,  lias  been  adopted  at 
F airmount  College,  Kansas,  and  elsewhere. 

The  school  of  education  of  Pittsburgh  also  announces  the  estab- 
lishment of  a new  type  of  high-grade  school  for  little  children,  called 
“The  school  of  childhood/’  which  is  to  embody  the  approved  features 
of  the  kindergarten,  the  playground,  and  the  Montessori  school. 
The  program  is  based  upon  four  fundamental  instinctive  activities, 
which  reach  out  readily  into  the  subject  matter  of  the  elementary 
school ; (1 ) talking  or  communicating ; informal  conversations  are  held 
which  lead  to  stories  selected  from  the  best  literature,  by  means  of 
which  good  habits  of  speech,  are  acquired  unconsciously;  (2)  nurtur- 
ing; indoor  and  outdoor  gardening,  birds,  an  aquarium,  and  some 
pets  are  provided  and  house  plays  with  dolls  are  emphasized;  (3) 
constructing ; all  modern  play  materials  of  educational  value  are 
furnished;  (4)  ex/ploring;  carefully  planned  excursions  are  made, 
exploring  impulses  are  met  in  change  and  growth  in  play  materials, 
and  the  development  of  the  child’s  body  is  noted  by  himself.  Tests 
and  measurements  of  the  child’s  physical  development  are  taken. 
The  school  is  directed  by  a play  leader  and  a number  of  trained 
helpers. 

There  is,  it  should  be  noted,  an  older  but  equally  unique  model 
elementary  and  kindergarten  school  well  established  at  the  University 
of  Missouri. 

New  developments  might  be  noted  and  proposals  of  interest  de- 
scribed at  Cornell,  Leland  Stanford,  and  other  universities  of  this  class. 
Those  noted  above  are  perhaps  the  most  striking  and  significant. 

Division  of  education,  Harvard  University. — Harvard  University 
reports  notable  additions  to  its  staff  of  professors  of  education,  a 
general  increase  in  number  of  courses,  and  a particularly  notable 
expansion  of  its  graduate  work;  four  new  graduate  seminary  courses 
were  added  during  the  year. 

Since  1912  the  division  of  education  and  the  city  of  Newton  have  joined  in  a unique 
and  important  educational  enterprise — the  maintenance  of  a fellowship  for  research 
in  education,  the  incumbent  to  be  a member  of  the  staff  both -at  Newton  and  at  Harvard, 
and  to  organize  and  conduct  investigations  and  experiments  in  the  Newton  schools 
and  with  the  active  cooperation  of  the  Newton  teachers.  This  fellowship  is  the 
Joseph  Lee  Fellowship  for  Research  in  Education. 

As  a result  of  these  advances  the  division  has  undertaken  several  new  enterprises 
ef  general  educational  interest.  The  first  volume  of  Harvard  Studies  in  Education 
is  to-  be  published  by  the  Harvard  University  Press  in  the  course  of  the  year;  it  will 
be  a study  of  the  social  and  professional  organization  of  the  teachers  of  Germany. 
The  Harvard-Newton  Bulletins  are  planned  as  a series  to  embody  the  results  of  the 
work  done  in  Newton  under  the  Joseph  Lee  fellowship.  The  division  has  made  good 
progress  toward  the  foundation  of  a school  under  its  own  control  and  administration, 
as  a model  institution.  L is  also  engaged,  at  the  invitation  of  another  department  of 


PROGRESS  OF  TEACHER  TRAINING. 


519 


the  university,  in  a study  in  the  field  ol  college  education  which  offers  important  new 
opportunities  for  valuable  research.  The  general  opportunity  to  undertake  research 
and  to  be  of  service  to  the  schools  and  to  educational  organizations  is  now,  of  course, 
much  broader  than  before. 

This  progress  suggests  the  hope  that  the  division  of  education  at 
Harvard  University  may  eventually  achieve  the  goal  toward  which 
all  university  departments  of  education  should  strive — the  establish- 
ment of  the  study  of  education  and  the  training  of  college-bred 
teachers  in  an  independent  graduate  school. 

III.  STATE  UNIVERSITIES. 

Twenty-four  State  universities  responded  to  our  questionnaire, 
in  most  cases  at  some  length.  It  is  significant  that  eight  of  these 
report  affirmatively  on  the  first  and  critically  important  question 
regarding  the  administrative  status  of  schools  of  education  in  univer- 
sities. This  affirmative  response  indicates  the  desire  rather  than  the 
fact  hi  some  at  least  of  the  cases.  As  a matter  of  fact,  these  organi- 
zations of  schools  of  education  are  in  many  cases  paper  organizations, 
and  not  in  a genuine  way  coordinate  with  other  professional  schools 
of  the  university.  Apparently  there  is  not  one  of  them  in  which  the 
director  or  dean  has  administrative  authority  over  the  itemized 
budget  of  instructional  costs  for  all  the  instructional  and  other  work 
of  the  students  registered.  A dean  or  director  of  a school  of  educa- 
tion is  presumably  responsible  for  the  instruction  in  his  school. 
Responsibility  for  instruction  and  professional  interests  generally 
would  seem  to  demand  a corresponding  authority  in  budget  matters 
such  as  engineering  schools  and  medical  schools  enjoy.  Schools  of 
education  in  most  State  universities  have  not,  however,  reached  this 
stage  of  differentiation.  They  “ borrow”  from  the  college  of  liberal 
arts  or  from  other  professional  schools  what  service  they  can  get. 
With  these  pseudoprofessional  courses  and  their  own  education 
courses,  they  patch  up  a paper  curriculum.  Teachers’  courses  in 
special  branches,  as  the  fifth  annual  report  of  the  Carnegie  Foundation 
showed,  are  in  most  cases  merely  a relisting  of  ordinary  courses  as 
“courses  for  the  training  of  teachers”  (p.  75).  Teachers’  courses 
“borrowed”  in  this  way  are  apt  to  be  meaningless  and  functionless. 
Dean  Russell,  of  Teachers  College,  who  admits  what  a separate 
budget  has  meant  for  Teachers  College,  says  that  he  does  not  look 
for  any  striking  and  vigorous  development  of  schools  of  education 
in  State  universities  until  this  elemental  principle  of  university 
administration  is  observed.  There  are  evidences  that  progress  along 
this  line  is  imminent.  It  is  significant  that  8 of  our  24  universities 
reported  “steps  looking  toward”  this  important  readjustment  of 
administrative  responsibility  and  authority,  and  one  other  reports 
'‘proposed  steps  pending.” 


520 


EDUCATION  REPORT,  1913. 


Cooperation  with  other  college  departments . — The  majority  reporting 
on  the  question  upon  this  subject  state  instances  of  effective  coopera- 
tion of  schools  of  education  with  other  professional  schools  or  semi- 
independent technological  divisions  of  university  work.  There  are 
illustrations  of  this  cooperation  with  all  these  departments  cited  in 
the  question,  and,  in  addition,  with  such  departments  as  home 
economics,  engineering,  and  fine  arts.  The  most  frequent  examples 
of  cooperation  are  with  agricultural  departments. 

At  the  University  of  Missouri  the  medical  school  and  the  school *of 
education  work  very  closely  together  in  a course  in  preventive  medi- 
cine. In  the  dissemination  of  this  information  the  school  of  educa- 
tion is  of  the  greatest  importance. 

Activities  under  the  control  of  departments  of  education. — The  signifi- 
cant fact  is  that  21  of  24  universities  report  teachers’  courses.  This 
means  that  in  some  way  the  academic  departments  are  professionally 
cooperating  with  schools  or  departments  of  education  in  furnishing 
to  intending  teachers  the  special  methods  and  peculiar  technique, 
as  well  as  more  fundamental  educational  principles  and  distinctive 
values  of  the  actual  subjects  the  students  will  teach  when  they  take 
positions  in  the  schools.  The  proper  coordination  of  the  university 
forces  contributing  to  teaching  efficiency  is  the  curriculum  problem 
for  the  immediate  future  in  university  administration.  At  present 
the  solutions  are  about  as  numerous  as  the  institutions  concerned. 

The  following  note  with  reference  to  some  characterization  and 
standardization  of  teachers’  courses  when  properly  organized  into 
a professional  curriculum  for  teachers  is  taken  from  a bulletin  of  the 
University  of  Kansas  school  of  education: 

The  items  enumerated  below  are  suggestive  of  the  kinds  of  topics  with  which  the 
following  19  (Kansas  University)  teachers’  courses  in  special  branches  are  concerned: 

1.  A simple  statement  of  the  broader  aspects  of  the  distinctive  field  of  education, 
indicating  the  special  adjustment  of  the  moral,  aesthetic,  social,  and  practical  disci- 
plines to  be  reasonably  expected  from  a study  of  the  subject. 

2.  A brief  sketch  of  the  actual  history  of  the  subject  in  the  school  curriculum,  show- 
ing the  gradual  change  and  improvements  in  the  textbook  presentations  of  the  sub- 
ject, and  the  gradual  improvements  in  other  apparatus  than  textbooks,  adopted  for 
use  in  teaching  it. 

3.  The  gradual  change  in  the  conception  of  its  educational  value  and  the  degree 
and  nature  of  correlation  with  other  subjects,  particularly  since  the  report  of  the  Com- 
mittee of  Ten. 

4.  The  growing  refinement  of  methods  for  presenting  the  subject. 

5.  The  grade  preparation  to  be  presupposed  at  present,  its  present  status,  as  seen 
from  a comparison  of  typical  high-school  curriculums,  together  with  the  social,  psy- 
chological, and  practical  obstacles  to  its  attaining  its  ideal  educational  aim. 

6.  The  necessary,  and  also  the  more  ideal,  preparation  called  for  in  the  teacher, 
academic  and  professional. 

7.  References  to  books  and  special  monographs  dealing  with  the  topics  of  the 
course,  and  a suggested  list  of  books  desirable  for  reference  for  high-school  libraries. 


PROGRESS  OF  TEACHER  TRAINING. 


521 


Data  received  in  reply  to  the  questions  indicate  that  in  many 
cases  the  recommendation  of  teachers  for  schools,  the  inspection 
of  schools,  and  the  direction  of  summer  schools  are  administratively 
a division  of  the  work  of  schools  of  education.  In  many  other  cases 
the  work  is  done  by  the  same  men,  although  organized  as  a more 
general  university  function.  A noteworthy  fact  is  the  large  and 
rapidly  increasing  number  of  institutions  whose  schools  of  education 
maintain  high-school  conferences  and  summer  schools  or  conduct 
education  surveys.  Of  the  28  universities,  21  report  graduate  work. 

Psychological  clinics  and  efficiency  measurements. — The  school  of 
education  of  the  University  of  North  Dakota  reports  the  establish- 
ment this  year  of  a psychological  clinic,  which  is  to  be  conducted 
in  connection  with  the  psychological  laboratory.  As  Table  I indi- 
cates, a similar  organization  is  under  way  at  Chicago  University. 
From  the  University  of  Oklahoma  comes  news  of  a new  department 
of  “ Measurement  of  Efficiency  and  Standardization/ ’ in  charge 
of  the  school  of  education.  Mr.  S.  A.  Courtis  is  the  “ consulting 
director.”  The  special  practice  teaching  regulations  reported  in  full 
from  the  University  of  Oregon  are  thus  summarized: 

We  consider  the  practice  teaching  most  fundamental.  This  is  supervised  by  the 
department  of  education,  hut  with  the  cooperation  of  the  various  departments.  The 
actual  cooperation  of  the  various  departments  in  their  special  subjects  has  been  instru- 
mental in  spreading  the  professional  attitude  through  the  faculty  which  has  resulted 
very  profitably  and  pleasantly  to  all  concerned. 

Changes  in  reguirements  for  admission  and  for  graduation. — The 
replies  to  our  questionnaires  disclose  several  instances  of  advance  in 
both  admission  standards  and  requirements  for  certificates,  and  also 
one  instance  of  lowered  standards  by  the  introduction  of  a short 
normal  curriculum. 

Among  the  items  which  seem  to  indicate  notable  progress  the  fol- 
lowing may  be  quoted  from  the  University  of  Tennessee: 

A State  law  in  effect  1914  requires  six  half-year  courses  in  education  for  university 
graduates  to  entitle  them  to  first-grade  professional  high-school  certificates.  Hereto- 
fore the  rule  was  that  only  two  three-month  courses  in  education  must  deal  specifi- 
cally with  secondary  education. 

From  Wyoming  is  reported  the  regulation  of  “25  semester  hours 
in  professional  work  in  a four-year  course  for  high-school  teachers 
receiving  the  B.  A.  degree  in  education.”  University  of  Virginia 
reports,  “20  semester  hours  are  required  for  the  State  certificate.” 

Graduate  worlc  in  education. — The  Universities  of  Illinois  and  Wis- 
consin report  great  increase  in  graduate  study  in  education,  and  they 
cite  special  requirements,  which  have  been  worked  out  with  care, 
specifying  how  the  master’s  degree  in  education  may  be  won  partly 
in  absentia.  The  records  from  other  universities  show  the  same  thing. 
It  seems  that  the  master’s  degree  in  education  is  practical!}7  a teach- 


522 


EDUCATION  REPORT,  1913. 


ing  degree,  sought  and  won  in  increasing  numbers  chiefly  by  those 
who  have  ambitions  for  special  equipment  for  teaching  and  adminis- 
tration, but  whose  penchant  is  not  for  college  positions  ultimately, 
and  whose  professional  advancement  does  not  allow  or  call  for  the 
work  usually  demanded  for  the  doctorate.  The  problem  of  properly 
providing  for  and  adequately  directing  graduate  work  in  education 
by  study  in  summer  schools  only  is  acute  and  general.  The  demand 
can  not  be  adequately  met  with  present  provisions.  (See  last  table.) 

The  University  of  Washington  outlines  a policy  for  this  type  of 
advanced  graduate  work  in  education  during  regular  and  summer 
sessions  which  raises  the  issue: 

The  most  unique  feature  is  in  the  organization  of  the  graduate  work  in  the  school 
of  education.  We  have  provided  that  candidates  may  plan  for  a three-year  course 
beginning  with  the  junior  year  and  including  a year  of  graduate  work.  For  these 
three  years  of  work  they  would  receive  the  bachelor’s  degree  in  either  the  college 
of  liberal  arts  and  sciences  or  the  school  of  education,  and  the  master’s  degree  in  the 
school  of  education.  The  additional  year  of  work  required  for  the  master’s  degree 
is  designedly  not  overspecialized.  It  is  intended  to  be  extensive  rather  than  over- 
intensive. A rigid  examination  will  be  required  in  the  work  of  education,  in  the 
academic  major,  and  in  the  two  academic  minors,  but  no  thesis  will  be  required.  It 
is  not  intended  to  make  this  year  one  of  specialized,  but  rather  of  thorough  scholarship 
in  education,  and  in  one  academic  major  subject,  supported  by  two  academic  minor 
sub j ects.  The  intention  is  to  make  our  school,  a genuine  professional  school  on  a par 
with  the  school  of  law  in  the  university. 

Activity  in  building. — One  of  the  most  striking  instances  of  progress 
in  teacher  training  is  the  simultaneous  erection  of  buildings  for  schools 
of  education  in  seven  southern  universities,  each  building  being  pro- 
vided from  the  Peabody  fund  and  each  university  recipient  being 
under  obligation  to  expend  annually  upon  teacher  training  a minimum 
of  $10,000.  If  the  institutions  carry  out  faithfully  the  intention 
of  such  beneficence,  it  is  reasonable  to  expect  that  the  type  of  teachers 
in  southern  high  schools  will  be  much  better.  This  impetus  to  teacher 
training  is  also  of  critical  significance  to  the  whole  future  develop- 
ment of  State  universities  in  the  South.  These  institutions  as  a 
rule  have  not  seemed  to  respond  to  the  call  for  definite  professional 
service  to  the  State  at  large  as  effectually  as  the  western  universities 
have.  In  this  connection  should  be  associated  the  development  of 
the  Peabody  Teachers  College,  which  has  ambition  to  become  for 
the  South  what  the  Teachers  College  and  Chicago  School  of  Education 
are  to  their  respective  sections  of  the  country. 

Among  the  important  building  and  equipment  items  are  to  be 
noted  especially  the  model  training  high  schools  which  are  now  under 
construction  at  the  Universities  of  Wisconsin  and  Illinois.  The  one 
at  Wisconsin  is  to  be  known  as  the  Wisconsin  High  School  and  will 
be  ready  for  occupancy  by  February,  1914. 


PROGRESS  OF  TEACHER  TRAINING. 


523 


Other  evidences  of  progress. — Another  sign  of  progress  is  the  enlarge- 
ment of  museum,  laboratory,  and  library  equipments  and  appoint- 
ments. Typical  of  the  items  reported,  but  exceptional  in  its  unique 
value,  is  the  report  that : 

The  pedagogical'  library  of  the  late  Prof.  Aron  has  been  purchased  by  the  University 
of  Illinois  for  its  school  of  education.  It  comprises  approximately  seven  thousand 
titles  and  is  especially  rich  in  documents  relating  to  German  education  in  the  sixteenth 
and  seventeenth  centuries.  It  contains  also  rare  first  editions  of.  the  educational 
classics  and  a number  of  valuable  manuscripts. 

There  are  certain  other  items  of  interest  from  these  activities  of 
State  universities  which  should  be  briefly  mentioned.  The  University 
of  Kansas  reports  that: 

There  is  pending  in  tho  University  of  Kansas  a proposition  to  organize  a course  of 
two  years  for  the  training  of  directors  of  physical  education,  superposed  on  the  college 
work.  The  proposition  is  to  coordinate  theoretical  and  practical  work  in  such  a way 
as  to  justify  the  conferring  of  the  bachelor’s  degree  in  education. 

There  is  strong  likelihood  of  a similar  development  at  the  Univer- 
sity of  Illinois.  Some  significant  steps  in  this  direction  have  been 
taken. 

With  all  these  interesting  items  of  progress  and  many  more  of  the 
same  sort,  and  with  the  eagerness  to  maintain  a high  professional 
integrity  and  high  ideals  on  the  part  of  the  professors  of  education, 
one  can  not  fail  to  realize,  nevertheless,  that  State  universities  are 
not  really  responding  adequately  to  the  great  opportunity  open  to 
them  in  this  field.  A natural  academic  conservatism  is  good  to  fight 
against,  but  the  opposition  to  proper  equipment  and  more  particu- 
larly to  separate  organization  for  schools  of  education  now  appears  to 
denote  on  the  part  of  many  men  in  college  faculties  a fear  of  conflict- 
ing interests  rather  than  a conviction  regarding  the  function  of  a 
State  university. 

IV.  THE  SMALLER  COLLEGES. 

The  smaller  colleges  in  the  main  administer  conservatively  the 
traditional  liberal  arts  curriculum.  It  should  be  kept  in  mind,  how- 
ever, that  teacher-training  is  the  only  kind  of  professional  work 
attempted,  and  that  it  is  only  on  this  basis,  or  pretext  as  the  case 
may  be,  that  such  institutions  maintain  a status  and  secure  official 
recognition  by  the  State  in  whatever  professional  preparation  of 
high-school  teachers  they  may  do.  Many  of  these  institutions  report 
that  the  majority  of  their  graduating  classes  are  preparing  for  teach- 
ing. Many  use  their  annexed  academies  as  practice  schools,  and  it 
will  be  noted  in  the  table  that  many  report  the  development  of  teach- 
ers' courses.  Few  are  attempting*  graduate  work.  Dartmouth  Col- 
lege and  Dickinson  College,  of  those  reporting,  seem  to  be  exceptions 
in  minimizing  their  teacher-training  functions.  Dickinson  reports 
1 a single  elective”  course,  and  Dartmouth,  with  a large  enrollment 


524 


EDUCATION  REPORT,  1913. 


and  status  as  a semi-State  institution,  provides  no  department  or 
separate  instructor  in  the  field  of  education  as  a college  study. 

The  table  shows  that  the  smaller  colleges,  as  a rule,  are  responding 
to  the  modern  demands  for  trained  teachers  in  the  same  way  as  the 
universities.  They  utilize  means  of  cooperating  with  other  depart- 
ments, do  extension  work  for  teachers,  hold  school  conferences,  main- 
tain summer  schools  chiefly  for  teachers,  and  in  a surprising  number 
of  instances  conduct  surveys.  It  will  be  noted  that  six  such  insti- 
tutions have  effective  affiliations  with  city  or  village  public-school 
systems  and  are  providing  the  practice  and  observational  facilities 
so  essential  to  effective  work  in  educational  departments.  One  other 
interesting  teacher-training  activity,  which  will  be  mentioned  later 
with  reference  to  normal  schools  also,  is  that  of  an  institutional 
policy  of  attempting  to  “ follow  up”  the  work  of  their  alumni  as 
teachers  in  the  schools. 

In  many  cases  these  colleges  must  be  “ standardized ” by  the  State 
board  before  their  graduates  may  be  “ certificated  to  teach”  without 
examination.  This  relationship  brings  about,  as  the  answers  to 
question  6 indicate,  the  policy  of  conformity  to  State  certificate  laws 
in  the  teacher-training  courses.  The  result  is  that  the  smaller  colleges 
are  important  professional  schools,  and  many  of  them  could  not  other- 
wise exist.  This  official  status  as  licensed  teacher-training  institu- 
tions suggests  that  the  State  board  might  be  provided  with  the  proper 
means  to  accomplish  the  much-needed  standardization.  In  Kansas 
the  State  board  of  education  has  a commission  at  work  on  the  prepa- 
ration ot  a “manual  of  college  standards,”  a guide  to  the  State  college 
visitor  in  his  work  of  inspecting  the  State’s  higher  educational  insti- 
tutions whose  teacher- training  curriculums  must  be  approved.  Such 
State  efforts  might  well  perform  local  service  for  the  standardizing 
bodies  of  wider  scope,  such  as  the  North  Central  Association,  the 
Association  of  American  Universities,  the  National  Association  of 
State  Universities,  and  the  United  States  Bureau  of  Education. 

Two  other  items  deserve  special  mention  in  the  teacher-training 
work  of  these  colleges.  Rutgers  College  seems  to  be  taking  its 
teacher-training  function  seriously.  A part  of  its  report  is  as  follows: 

Steps  looking  toward  progress  in  teacher-training  taken  by  the  department  of 
education  of  Rutgers  College  point  along  four  general  lines: 

1.  The  reorganization  of  the  courses  in  educational  subjects  into  definitely  planned 
curriculums  of  study  designed  for  the  professional  training  of  secondary-school  teachers. 

2.  The  establishment  of  a summer  school  for  teachers.  During  the  summer  of  1913 
more  than  300  New  Jersey  teachers  already  in  service  attended  the  school,  taking 
professional  subjects  required  by  the  State  for  teachers’  certificates.  The  school  was 
supported  by  an  appropriation  of  State  money.  It  was  organized  as  a part  of  a more 
comprehensive  movement  in  the  State  in  connection  with  four  other  summer  schools 
for  teachers. 

3.  The  establishment  of  extension  courses  at  the  college  and  in  other  centers  for 
the  training  of  teachers  already  in  active  service  in  professional  subjects  of  study. 


PROGRESS  OF  TEACHER  TRAINING. 


525 


4.  An  attempt  to  cooperate  with  the  work  of  the  State  department  of  public  instruc- 
tion and  with  the  work  of  the  various  educational  institutions  of  the  State. 

Swarthmore  College  reports  the  following  high  aim  for  educational 
work : 

The  new  department  is  being  organized  on  comprehensive  and  scientific  lines  around 
the  central  aim  of  thorough  preparation  through  intelligent  participation  and  experi- 
mentation in  school  work.  On  every  hand  the  aim  will  be  to  emphasize  the  modem 
empirical  and  scientific  points  of  view  in  psychology  and  education.  Therefore, 
experimental  laboratory  courses  will  be  given  in  both  these  fields  in  order  to  make  the 
work  concrete,  definite,  and  scientific  In  order  to  connect  theory  and  practice  and  to 
formulate  principles  of  education,  all  theoretical  and  historical  courses  will  be  paral- 
leled by  work  in  school  observation  and  practice  teaching  and  in  experimental  edu- 
cation in  contemporary  school  problems. 

It  is  perfectly  clear  from  the  foregoing  that  the  small  colleges,  even 
the  denominational  ones,  particularly  in  the  West,  are  largely  teacher- 
training institutions;  several  report  that  two-thirds  of  their  seniors 
are  looking  forward  to  teaching.  The  small  colleges  in  Kansas  yearly 
train  as  many  liigh-school  teachers  as  the  State  university.  In  all 
States  some  of  the  small  colleges  are  of  low  grade;  some  do  merely 
normal-school  work  in  their  educational  departments;  and  others  are 
poorly  equipped.  All  this  emphasizes  the  force  of  the  contention 
that  their  professional  service  should  be  recognized  and  standardized 
by  the  States,  at  least  in  respect  to  teacher- training. 

V.  NORMAL  SCHOOLS.. 

A letter  was  addressed  to  presidents  of  normal  schools  requesting 
accounts  of  recent  progress.  Sixty-nine  very  full  and  satisfactory 
replies  came  from  33  different  States.  One  need  only  read  these 
letters  to  be  persuaded  that  the  cause  of  teaching  is  an  impelling 
one  and  will  prosper.  The  replies  contain  a bewildering  number  of 
items  of  significance,  difficult  to  classify,  and  practically  impossible 
to  put  in  tabular  form,  even  the  sort  employed  for  data  from  colleges 
and  universities.  Normal  schools  still  are,  at  least  for  the  different 
States,  individualistic.  Perhaps  the  first  impression  one  gets  from 
these  letters  is  that  the  normal  school  leaders  are  severally  at  work  in 
entirely  different  sections  of  the  field.  There  is  a need,  if  not  for 
some  delimitation  of  function,  certainly  for  some  distinguishing  stand- 
ard with  which  to  classify  institutions  so  different,  yet  bearing  alike 
the  name  of  “ normal  school.”  It  is  true,  indeed,  that  some  are  chang- 
ing this  name  and  with  it  the  distinctive  features  of  the  traditional 
normal  school.  “ Normal  university,”  “ teachers’  college,”  or  “normal 
college”  would  seem  to  refer  to  an  institution  different  from  the  insti- 
tution whose  best  descriptive  name  is  still  “normal  school,”  and  quite 
as  different  in  form  and  function  from  the  school  of  education  of  a 
university  or  the  department  of  education  of  a liberal  arts  college. 


526 


EDUCATION  REPORT,  1913. 


Typical  statements  of  jmogress. — The  latter  distinction  is  well  made 
by  the  following  important  communication  from  Teachers’  College, 
Greely,  Colo.  The  communication  has  valuable  comments  on  devel- 
opments in  teacher  training;  the  item  with  reference  to  graduate 
work  and  a graduate  degree  is  particularly  significant. 

1 . A course  in  biology  and  one  in  sociology  has  been  put  in  the  list  of  professional 
courses  required  of  all  students,  these  courses  to  be  regarded  as  coordinate  with  psy- 
chology. We  are  entering  upon  the  second  year  of  this  arrangement.  The  new 
courses  in  biology  and  sociology  that  have  become  required  courses  are  not  of  the  tra- 
ditional type,  but  represent  selections  and  organization  of  subject  matter  in  these 
fields  with  special  reference,  as  has  been  the  case  with  older  courses  in  psychology,  to 
the  fact  that  the  students  are  headed  toward  the  profession  of  teaching. 

2.  The  idea  of  the  major  has  been  introduced  into  our  professional  training.  We 
are  now  entering  the  second  year  of  this  arrangement,  except  that  there  have  long 
been  special  courses  for  the  training  of  teachers  of  kindergarten,  manual  training, 
physical  education,  domestic  science,  music,  and  art.  The  idea  of  the  major  is  now 
extended  to  all  departments  and  is  especially  fostered  in  the  work  of  the  third  and 
fourth  years.  Especially  significant  is  the  application  of  this  idea  of  the  major  to  the 
vocational  problem  as  over  against  the  subject-matter  conception  of  the  major.  This 
you  will  notice  especially  in  our  plan  for  majors  in  primary  teaching,  intermediate 
grade  teaching,  grammar  grade  teaching,  elementary  school  supervision,  high-school 
supervision,  public-school  supervision.  In  all  of  these  majors  actual  practice  work  is 
required  over  and  above  that  which  is  common  to  all  of  our  students,  and  this  practice 
is  in  the  specific  field  indicated  by  the  major;  also  a higher  standard  of  teaching  ability 
is  necessary  to  earn  the  designation  of  major,  which  carries  with  it  the  presumption  of 
higher  training  in  the  professional  activity  indicated. 

3.  Marked  emphasis  is  placed  upon  the  scientific  examination  of  children  in  the 
training  school,  the  work  being  conducted  by  an  expert  trained  under  Dr.  Witmer. 
Also  courses  have  been  developed  in  clinical  psychology,  psycho-clinical  practice,  and 
mental  hygiene — the  last  so  recently  differentiated  (though  not  new  to  our  work)  that 
it  does  not  appear  in  our  last  catalogue.  They  will  now  be  offered  as  distinct  courses 
in  the  department  of  psychology. 

4.  Graduate  work  in  professional  lines  was  begun  this  year,  such  work  to  lead  to  the 
degree  of  master  of  arts  in  education  and  to  conform  with  the  usual  or  standard  require- 
ments for  the  degree  in  other  colleges.  Emphasis  "will  be  laid  upon  the  organization 
of  this  graduate  work  for  each  candidate  for  the  degree  in  terms  of  direct  relationship 
to  actual  or  prospective  vocational  needs.  At  the  same  time  there  are  certain  general 
requirements  calculated  to  insure  professional  breadth  in  the  fundamentals  of  biology, 
psychology,  sociology,  educational  principles,  and  current  educational  problems. 

5.  A start  has  been  made  on  the  difficult  problem  of  education  "with  reference  to 
sex,  some  work  having  been  done  in  the  elementary  school  and  in  the  high  school  that 
is  more  than  that  of  occasional  lectures.  Methods  are  investigated  of  introducing  the 
subject  to  prospective  teachers  of  children.  In  the  meantime  considerable  attention 
is  given  to  the  topic  in  its  setting  in  other  courses  such  as  biology,  psychology,  soci- 
ology, physical  education,  hygiene,  and  education. 

6.  The  museum  idea  in  this  institution,  though  not  new,  is  worthy  of  special  men- 
tion. We  have  an  abundance  of  museum  material,  located  where  it  is  of  most  imme- 
diate use,  i.  e.,  mostly  in  connection  with  the  classrooms  of  the  various  departments. 

There  is  here  no  museum  as  a curiosity,  a place  to  be  visited  occasionally,  generally 
under  lock  and  key.  A part  of  the  museum  idea  is  pictures  and  statuary  everywhere 
that  appropriate  places  can  be  found;  also  gardens,  poultry  yards,  trees,  flowers, 
shrubbery,  beauty  of  environment.  These  are  all  to  be  used  for  educative  purposes 


PROGRESS  OF  TEACHER  TRAINING. 


527 


and  practice  teachers  are  directed  and  encouraged  to  draw  upon  these  museum 
resources. 

The  report  from  the  State  Normal  University,  of  Normal,  111., 
states  in  even  more  specific  terms  the  somewhat  extended  field  in 
which  this  particular  institution  proposes  to  work,  notably,  the  prep- 
aration of  secondary  teachers. 

It  is  the  purpose  of  this  institution  to  train  every  sort  of  teacher  needed  in  the  public 
schools  of  Illinois  from  the  kindergarten  through  the  high  school;  lienee  the  State 
Normal  University  is  organized  in  four  schools: 

1.  The  teachers’  college,  to  prepare  high-school  teachers,  supervisors,  principals, 
and  superintendents.  In  this  school  four-year  programs  are  provided,  leading  to  the 
professional  degree  of  bachelor  of  education. 

2.  The  normal  school,  to  prepare  teachers  for  grades,  elementary  schools,  rural 
schools,  and  village  schools.  It  provides  for  high-school  graduates  programs  two  years 
in  length  for  upper-grade  teachers,  for  lower-grade  teachers,  for  kindergarten-primary 
teachers,  and  for  special  teachers  of  agriculture,  art  and  design,  public -school  music, 
manual  training,  household  art,  and  household  science.  Programs  from  three  to  five 
years  in  length  are  provided  for  students  who  are  not  full  high-school  graduates. 

3.  The  university  high  school  to  serve  as  a school  of  observation  and  training  for 
students  in  the  teachers’  college. 

4.  The  elementary  training  school,  consisting  of  the  kindergarten  and  eight  grades 
to  serve  as  a model  school  for  observation  and  training  for  students  in  the  normal 
school  and  teachers’  college. 

We  have  also  a country  school  department,  in  which  a two-year  program  is  provided 
for  graduates  of  the  eighth  grade  who  are  not  less  than  16  years  of  age  when  admitted. 
Also  a one-year  program  for  graduates  of  the  tenth  grade.  Upon  the  completion  of 
these  courses  these  elementary  students  may  obtain  a third-grade  teachers  certificate 
in  the  public  schools  of  Illinois,  and  upon  the  completion  of  three  years’  additional 
work  may  receive  the  normal-school  diploma. 

In  the  advancement  of  this  program  we  have  secured  as  a school  of  observation  and 
training  for  the  country  school  department  the  cooperation  of  the  Walker  School,  6 
miles  south  on  the  trolley  line.  The  school  has  the  best  building  of  all  the  one-room 
country  schools  in  McLean  County.  We  have  placed  in  charge  Miss  Eula  Atkinson, 
of  Montgomery,  Ala.,  formerly  a teacher  in  the  State  Normal  School  at  Jacksonville 
in  that  State.  The  teacher’s  salary,  $1,200,  is  paid  in  almost  equal  amounts  by  the 
local  district  and  the  State  Normal  University. 

In  further  development  of  our  agricultural  department  we  have  secured  an  appro- 
priation of  $22,000  for  farm  buildings  and  stock  for  the  normal  university  farm  of  95 
acres.  It  is  intended  to  demonstrate  upon  this  farm  good  farm  methods  in  raising 
farm  crops  and  care  of  live  stock.  The  legislature  has  also  provided  funds  for  the 
opening  of  a commercial  department  for  the  training  of  teachers  of  commercial  branches 
for  the  high  schools  of  Illinois.  This  school  will  be  opened  the  summer  of  1914. 

The  report  from  the  ‘‘Michigan  State  Normal  College,  Ypsilanti,” 
gives  another  account  of  progressive  movements  which  in  several 
items  are  similar  to  those  reported  above,  notably  the  reorganization 
into  differentiated  curriculums  of  the  programs  of  study  offered,  and 
the  attempt  systematically  to  deal  with  the  critical  and  delicate  prob- 
lem of  the  teaching  of  sex  matters  in  the  public  schools.  The  item, 
however,  which  is  of  the  greatest  interest  is  the  reference  to  the  legis- 


528  EDUCATION  REPORT,  1913. 

lative  policy  of  permanent  development  covering  a period  of  seven 
years. 

One  feature  of  the  normal  college  which  is  worthy  of  mention  is  the  opportunity 
which  it  offers  for  specialization.  About  one-half  of  our  1,500  students  are  taking 
what  is  termed  the  general  course.  The  other  half  are  what  are  known  as  specializing 
students.  Specializing  courses  give  students  an  opportunity  to  follow  to  some  extent 
their  individual  tastes  and  to  prepare  themselves  for  the  special  lines  of  work  in  a 
public-school  system.  The  principal  departments  in  which  specializing  is  done  are 
home  economics,  physical  education,  kindergarten,  primary,  music,  drawing,  manual 
training,  commercial,  and  secondary  education.  Under  secondary  education,  stu- 
dents may  specialize  in  any  line  of  high-school  work. 

In  addition  to  these  specializing  courses  covering  two  or  three  years,  the  college 
offers  courses  leading  to  the  B.  Pd. , and  the  A.  B.  degrees.  The  former  degree  is  given 
to  those  who  have  done  three  years  of  college  work  and  the  latter  to  those  who  com- 
plete the  full  college  course.  The  State  Normal  College  stands  second  to  the  Univer- 
sity of  Michigan  in  the  preparation  of  teachers  for  Michigan  high  schools.  To  meet 
more  fully  this  increasing  demand  for  high-school  teachers,  the  college  expects  to  place 
more  emphasis  on  the  training  of  secondary  teachers. 

The  college  is  also  experimenting  in  extension  work.  Last  year  the  teachers  of  a 
city  of  some  thirty  thousand  requested  extension  lectures  for  which  credit  would  be 
given  at  the  college.  A course  of  lectures  was  given  through  the  year  with  very  grat- 
ifying results.  Requests  from  other  cities  have  been  received  this  fall,  and  it  is  likely 
that  more  than  one  course  will  be  offered  during  the  present  year. 

During  the  past  few  years  several  movements  looking  to  the  welfare  of  the  students 
have  been  inaugurated.  Most  worthy  of  mention  are  the  creation  of  the  office  of  dean 
of  women,  the  employment  of  a college  nurse,  and  the  establishment  of  a college  infir- 
mary. These  have  added  greatly  to  the  well-being  of  our  students. 

In  order  that  the  opinion  of  the  student  body  might  have  an  influence  in  the  admin- 
istration of  the  college,  last  year  the  faculty  council  authorized  the  establishment  of 
a student  council,  to  be  composed  of  representatives  from  the  college  classes  from  the 
Young  Men’s  Christian  Association  and  the  Young  Women’s  Christian  Association, 
elected  by  those  organizations.  The  student  council  has  already  fully  justified  its 
creation. 

It  may  be  of  interest  to  know  that  for  five  years  the  normal  college  has  offered  a course 
in  sex  hygiene.  This  course  has  been  elective  for  young  women,  and  it  is  worthy  of 
note  that  over  800  have  elected  the  course.  In  almost  every  class  there  has  been  an 
attendance  beyond  the  reasonable -limit  of  the  classroom,  and  in  many  instances  more 
students  applied  for  the  course  than  could  be  taken  care  of. 

Like  nearly  every  educational  institution,  the  physical  equipment  of  the  normal 
college  has  never  been  equal  to  the  demands  placed  upon  it.  Friends  of  the  institu- 
tion are  greatly  cheered  by  the  fact  that  the  Michigan  Legislature  of  1913  voted  an 
appropriation  of  $100,009  for  seven  consecutive  years  for  buildings  and  grounds. 

Two  accounts  of  the  characteristic  developments  which  may  be 
expected  in  the  typical  normal  school  as  distinguished  from  the 
exceptional  institutions  quoted  above  are  given  below.  The  first 
comes  from  the  Winthrop  State  Normal  and  Industrial  College  of 
South  Carolina. 

For  general  training: 

We  have  increased  the  time  given  to  practice  teaching  fully  fivefold. 

We  have  organized  and  conducted  under  expert  supervision  a mixed  school  such  as 
will  be  found  in  sparsely  settled  communities  which  do  not  afford  enough  pupils  to 


PEOGEESS  OF  TEACHEE  TEAINING. 


529 


justify  employment  of  more  than  one  teacher,  or  to  make  it  possible  to  form  every 
grade  every  year. 

We  have  offered  courses  of  study  to  prepare  teachers  for  community  work  in  rural 
communities.  Teachers  taking  these  courses  are  fully  prepared  to  take  charge  of 
classes  in  elementary  agriculture,  in  domestic  science,  and  in  domestic  arts. 

We  offer  courses  preparing  teachers  for  the  high-school  business  courses,  such  as 
stenography,  typewriting,  and  bookkeeping. 

We  have  organized  and  conducted  with  full  expert  teaching  force  a school  for  train- 
ing in  all  needs  in  a country  home.  Every  detail  of  work  needed  in  the  home  is  made 
part  of  the  school  curriculum.  This  school  is  carried  on  as  an  independent  organiza- 
tion, not  an  annex  to  some  other  line  of  work. 

We  are  offering  to  those  teachers  of  the  State  who  have  not  had  an  opportunity  to 
secure  college  training  a one-year  teachers’  course.  Anyone  holding  a valid  county 
teachers’  certificate  is  entitled  to  take  this  course.  Those  completing  it  will  receive 
from  the  State  board  of  education  a certificate  good  for  five  years.  The  course  is  so 
arranged  that  teachers  desiring  to  take  it  can  attend  for  one  term  of  12  weeks,  if  they  so 
desire.  This  enables  them  to  come  without  interfering  with  their  work  as  teachers. 

The  following  letter,  similar  to  the  above,  is  likewise  representative 
of  the  great  majority  of  reports  of  normal-school  progress  in  teacher- 
training.  These  items  are  from  the  Millersville  State  Normal  School, 
of  Pennsylvania: 

First.  In  classifying  students  who  enter  this  normal  school  from  high  schools,  we 
hold  strictly  and  rigidly  to  the  rule  that  graduates  of  recognized  third-class  high  schools 
may  enter  the  freshman  year  without  examination;  that  graduates  of  second-class  high 
schools  may  enter  the  sophomore  year;  and  that  graduates  of  first-class  high  schools 
may  enter  the  junior  year  on  the  same  condition. 

Second.  Correlating  the  high-school  course  with  the  normal-school  course.  Every 
graduate  of  a high  school  of  recognized  standing  is  given  an  application  blank  to  be 
filled  by  the  high-school  principal.  Whenever  the  work  done  in  the  high  school  is 
equivalent  in  quantity  and  quality,  as  judged  by  this  record,  to  the  academic  require- 
ment in  the  normal  course,  full  credit  is  given.  In  this  way  graduates  of  first-class 
high  schools  may  complete  the  normal  course  in  two  years,  graduates  of  second-class 
schools  in  three  years,  etc. 

Third.  The  maximum  of  18  or  18f  hours  of  work  per  week  is  set  by  the  authority  of 
this  school  whenever  such  work  requires  out-of-class  study  and  preparation.  The  stu- 
dent may  add  some  handwork. 

Fourth.  A special  course  in  rural-school  methods  and  rural-school  problems  will  be 
given  for  the  first  time  during  the  school  year  1913-14. 

Fifth.  Equipment.  For  the  teaching  of  the  sciences  three  complete  laboratories 
are  ready  for  use,  which  were  remodeled  and  equipped  during  the  summer  of  1913. 
Heretofore  there  was  but  one  laboratory.  We  designate  them  the  biology  laboratory, 
the  chemical  laboratory,  and  the  physical  laboratory. 

Sixth.  The  manual-training  department  has  been  modified  to  include  domestic  art. 
The  ladies  of  the  school  spend  at  least  two-thirds  of  the  school  year  in  manual  work, 
half  of  which  is  devoted  to  handwork  for  the  grades  under  the  head  of  cardboard  con- 
struction, raffia,  etc. ; the  other  half  is  given  to  making  garments. 

Seventh.  Financial.  For  the  first  time  in  the  history  of  the  school  a definite  budget 
system  has  been  adopted  by  the  board  of  trustees. 

Eighth.  Summer  school.  For  the  fir3t  time  in  the  history  of  this  normal  school  a 
regular  summer  school  was  conducted,  beginning  June  30  and  continuing  six  weeks. 
Ninety-seven  students  were  registered.  The  course  offered  included  many  of  the 
regular  course  subjects,  as  well  as  several  additional  branches  to  suit  the  varying 
17726°— ed  ] 91 3 — vol  1 34 


530 


EDUCATION  REPOET,  1913. 


demands  of  the  students.  The  school  has  been  particularly  helpful  to  teachers,  pro- 
spective teachers,  and  students.  It  has  been  the  means  of  removing  conditions  im- 
posed on  many  students  who  are  ready  to  enter  the  studies  of  the  senior  year.  After 
the  close  of  the  summer  school  the  board  of  trustees  voted  to  continue  this  policy. 

Coordination  in  theory  and  'practice. — Nine  normal  schools  report 
an  increase  in  the  students’  hours  required  to  be  devoted  to  practice 
teaching.  Fourteen  schools  report  plans  just  adopted  whereby  there 
may  be  closer  affiliation  and  cooperation  between  the  regular  staff  of 
teachers  and  the  practice  work.  These  reports  indicate  a shifting 
of  emphasis  from  the  scholastic  development  of  pedagogical  theory 
and  educational  science  to  the  development  of  that  educational 
theory  and  science  which  the  instructor  can  illustrate  in  the  model 
school.  The  State  Normal  School,  of  Wayne,  Nebr.,  expresses  the 
principle  thus: 

In  this  institution  we  are  following  the  plan  of  having  one  man  as  head  of  the 
training  department,  which  includes  the  theoretical  as  well  as  the  practical  phases. 
All  critic  or  training  teachers  are  under  his  supervision,  and  all  instruction  along 
the  lines  of  psychology,  child  study,  and  history  of  education  is  given  or  directed  by 
him.  This  brings  a unity  which  can  not  be  had  when  the  theory  and  practice  are 
not  controlled  by  the  same  individual.  It  avoids  the  embarrassing  situation  of  occa- 
sionally having  the  theory  and  practice  at  cross  purposes.  I feel  that  it  is  a very 
decided  improvement  over  the  old  plan  of  having  a superintendent  of  practice  and 
two  or  three  heads  of  the  theory  department . 

The  principle  seems  to  be  so  important  that  an  additional  citation 
may  be  added  from  the  Southwestern  State  Normal  School,  Okla- 
homa: 

I question  the  value  of  the  heavy  courses  in  the  history  and  philosophy  of  educa- 
tion, as  well  as  the  value  of  much  of  the  alleged  pedagogy  carried  in  the  curricula  of 
many  normal  schools.  The  normal  schools  need  to  slough  those  courses  which  merely 
serve  the  purposes  of  pedantry.  They  need  to  descend  to  their  problem  and  meet 
their  students  on  the  level  of  their  needs.  They  need  to  give  the  students  something 
which  can  be  used  in  teaching.  Furthermore,  I seriously  question  whether  a majority 
of  those  teachers  who  carry  the  academic  work  of  the  normal  schools  are  doing  their 
work  in  accordance  with  sound  pedagogy.  As  a corrective  for  these  conditions  we 
have  devised  in  the  Oklahoma  State  normal  schools  a series  of  courses  known  as 
pedagogy  by  demonstration.  It  consists  of  lessons  conducted  with  classes  of  chil- 
dren in  the  presence  of  the  class  in  pedagogy  by  the  heads  of  departments.  Some  of 
these  gentlemen  complain  that  they  are  compelled  to  do  a great  deal  of  extra  work. 
Nevertheless,  I am  pleased  to  report  that  this  work  seems  to  be  the  making  of  some 
of  them,  as  well  as  of  great  practical  value  to  the  students. 

Affiliation  with  rural  schools . — Rural  practice  and  demonstra- 
tion schools,  or  schemes  for  affiliation  with  near-by  farms,  seem  to 
be  indispensable  accessories  to  a certain  type  of  normal  schools. 
Seven  normal  schools  report  this  equipment  added  within  the  year; 
one  reports  a u vocational  model  school,”  and  one  a reorganized 
model  six-year  elementary  and  three-year  intermediate  school.  The 
following  communication  from  Iowa  State  Teachers  College  suggests 
the  educational  significance  of  these  ventures: 


PROGRESS  OE  TEACHER  TRAINING. 


531 


The  most  recent  thing  that  we  have  done  at  this  institution  is  to. start  the  plan  of 
organizing  demonstration  country  schools.  One  of  these  schools  is  in  an  independent 
district,  and  we  exercise  supervision  over  the  school  and  pay  part  of  the  salary  of  the 
teacher.  This  is  used  for  observation  and  to  demonstrate  what  is  possible  in  country 
school  work.  We  expect  to  secure  the  cooperation  of  a whole  township  near  the 
campus  of  the  teachers’  college  in  which  to  make  this  sort  of-  development  of  country 
school  education.  It  is  not  our  intention  to  reorganize  these  schools  by  consolidation 
or  any  other  method,  but  by  putting  in  them  well-qualified  teachers  and  giving 
them  expert  supervision  to  prove  that  there  is  no  better  school  than  a well-managed 
country  school. 

We  have  also  organized  rural  school  training  classes,  called  normal  courses  of  county 
certificate  standard.  Special  attention  is  given  to  this  class  of  students  by  a com- 
mittee of  the  faculty  under  the  direct  management  of  the  professor  of  rural  education. 

We  are  also  beginning  a course  of  study  under  the  title,  vocational  normal  course. 
Furthermore,  we  are  organizing  centers  in  which  members  of  the  faculty  meet  the 
teachers  of  any  township  or  community  and  give  from  two  to  three  lessons  each  week, 
such  work  being  done  on  Saturdays.  These  centers  are  to  be  maintained  specially 
for  the  benefit  of  country  school  teachers,  but  centers  for  city  school  teachers  also 
will  be  organized.  It  is  not  expected  that  anything  more  than  expenses  will  be 
charged  these  centers  for  such  work. 

The  State  Normal  and  Training  School,  of  Cortland,  N.  Y.,  has 
equally  unique  and  original  features: 

During  the  past  two  years  this  school  has  developed  a curriculum  for  training 
teachers  of  agriculture  in  secondary  schools.  The  curriculum,  which  covers  a period 
of  two  years,  requires  college  preparation  for  admission,  and  only  young  men  who 
have  had  farm  experience  are  admitted  to  the  course.  General  work  in  the  theory  of 
agriculture  is  given  in  addition  to  shopwork  in  wood  and  iron  and  in  the  theory  and 
practice  of  teaching. 

The  unique  feature  of  the  course  is  that  all  experimental  work  in  the  way  of  farm 
crops,  fertilizers,  dairying,  etc.,  is  carried  on  in  accordance  with  our  specifications 
and  for  our  benefit  by  neighboring  farmers  in  return  for  advice  and  help  given  them 
by  teachers  of  the  school.  The  students  in  this  course  are  in  demand  as  speakers 
before  neighboring  granges,  and  the  experience  that  they  get  in  mixing  with  prac- 
tical farmers  has  proved  to  be  of  the  greatest  service  to  them  in  their  subsequent 
experience  as  teachers,  for  it  is  plain  that  if  secondary  courses  in  agriculture  are  to 
succeed  the  teacher  must  have  the  support  of  his  farmer  neighbors  as  well  as  of  their 
sons. 

All  experiments  are  continued  during  vacations,  and  results  are  checked  by  a 
member  of  the  faculty  who  is  employed  for  12  months  in  the  year. 

Graduates  go  out  with  courses  of  study  definitely  outlined  by  topics.  They  know 
what  they  should  teach  to  high-school  students,  what  equipment  should  be  purchased 
with  a given  amount  of  money  for  the  installation  of  courses  in  agriculture,  and  where 
this  equipment  may  be  secured  to  the  best  advantage.  The  diploma  is  a life  license 
to  teach  agriculture  in  the  schools  of  the  State  of  New  York. 

In  addition  to  these  vigorous  forward  movements  for  increasing 
the  efficiency  of  rural  education,  it  is  significant  to  note  that  16  nor- 
mal schools  report  recently  effected  affiliations  with  near-by  school 
systems  to  the  end  that  the  latter  may  be  used  for  practice  and 
observation.  Eight  of  these  affiliations  are  with  city  school  systems, 
and  eight  are  with  rural  schools;  two  other  normal  schools  are 
acquiring  school  farms  and  two  are  systematically  utilizing  near-by 


532 


EDUCATION  REPORT,  1913. 


farms  for  purposes  of  training  teachers  for  rural  schools,  a plan 
strongly  advocated  by  efficient  workers  in  the  field  of  agricultural 
education,  notably  Dean  Eugene  Davenport,  of  the  University  of 
Illinois. 

The  following  from  the  Chico  State  Normal  School,  California, 
suggests  a method  of  affiliations  with  rural  schools: 

During  the  past  year  we  have  introduced,  as  a part  of  the  actual  experience  in  our 
training  school,  a two  weeks’  apprenticeship  in  the  rural  schools  of  this  vicinity 
for  every  student-teacher.  Two  student-teachers  are  assigned  to  each  rural  school 
in  the  morning  and  two  in  the  afternoon.  They  do  whatever  work  is  assigned  to  them 
by  the  rural-school  teachers,  who  are  in  turn  directed  by  our  directors  of  extension 
work.  This  relationship  has  proved  of  value  to  the  rural  schools,  and  it  has  supplied 
to  our  students  the  necessary  familiarity  with  the  important  aspects  of  rural-school 
administration,  and  some  experience  in  dealing  with  them.  We  think  it  is  the  most 
valuable  two  weeks  that  they  spend  in  the  normal  school,  and  we  feel  that  it,  or  some- 
thing like  it,  is  a necessary  element  in  the  training  of  any  teacher  who  proposes  to  take 
up  rural-school  work. 

In  addition  to  the  above  items  specifying  progress  in  teacher 
training  for  rural  schools,  15  normal-school  presid ants  and  2 State 
superintendents  of  public  instruction  report  recently  instituted 
plans  for  special  courses  of  study  and  differentiated  currieulums  for 
improving  the  quality  of  rural  education. 

Affiliations  with  city  public  schools. — A paragraph  from  the  “plan 
of  affiliation”  adopted  by  the  Fresno  (Cal.)  State  Normal  School 
will  illustrate  the  city  school  affiliation  plan: 

By  special  arrangements  with  the  Fresno  city  board  of  education,  our  practice 
teaching  is  done  in  the  public  schools.  A number  of  the  city  teachers  are  selected 
for  their  special  fitness,  and  to  each  are  assigned  two  cadet-teachers  for  an  hour  on 
every  school  day.  These  city  teachers  are  paid  from  the  normal  funds  .$120  each  per 
annum  in  addition  to  their  regular  salaries.  The  head  of  the  training  department 
in  charge  of  the  upper  grade  work  and  his  assistant  in  charge  of  primary  work  have 
general  supervision  over  the  training  of  teachers.  Each  day  they  meet  the  student- 
teachers  in  their  respective  departments,  and  give  an  hour’s  instruction  in  theory 
and  methods.  They  also  hold  individual  conferences  with  students  as  occasion 
uuggests.  Each  student  is  required  to  take  the  theory  and  practice  for  both  primary 
and  grammar  grades.  Several  ungraded  classes  are  available  for  special  training  in 
handling  schools  comprising  several  grades. 

In  this  scheme  all  theory  and  methods  are  given  directly  in  connection  with  prac- 
tice teaching,  each  subject  being  specially  considered  at  the  time  the  student-teacher 
is  handling  it  in  the  classroom. 

Schools  i or  observation. — A pedagogical  issue  is  raised  by  13  differ- 
ent normal-school  presidents  which  seems  to  merit  serious  thought 
and  well-considered  plans  for  scientific  testing.  These  men  write 
of  a change  in  policy  looking  toward  providing  for  intending  teach- 
ers better  and  more  distinctively  observational  or  clinical  facilities 
as  preferable  to  mere  practice  facilities.  The  report  from  the  Mil- 
waukee State  Normal  School  represents  and  well  expresses  the  com- 
mon sentiment  of  the  13  wdio  comment  upon  this  point: 


PROGRESS  OF  TEACHER  TRAINING. 


533 


The  particular  step  which  the  Milwaukee  Normal  School  has  taken  this  year  has 
been  to  change  its  practice  school  to  a model  school.  Hereafter,  instead  of  using 
the  school  as  a place  for  the  normal-school  students  to  do  practice  teaching,  the  stu- 
dents will  visit  the  school  by  regular  assignment,  for  the  purpose  of  observing  methods 
of  instruction  and  management.  Substantially  all  the  work  of  the  school  will  be  done 
by  skilled  teachers  employed  on  account  of  their  supposed  ability  to  conduct  the 
daily  exercises  of  a classroom  in  a manner  worthy  of  the  study  of  young  people  who 
are  in  training  for  the  work  of  teaching.  In  certain  minor  matters  assistance  will 
perhaps  be  rendered  to  the  model  teachers  by  students  assigned  to  them  for  that  pur- 
pose, and  under  the  direction  of  the  model  teacher  the  students  will  be  permitted 
to  do  such  work  as,  in  the  teacher’s  judgment,  can  safely  be  intrusted  to  them.  It 
is  planned  to  show  in  this  department,  also,  a model  curriculum  in  arrangement 
of  hours  and  in  selection  and  arrangement  of  subject  matter. 

Improvements  in  many  directions. — Thirteen  replies  announce  new 
equipment  in  buildings,  practice  schools,  dormitories,  or  other  con- 
siderable addition  to  the  physical  plant.  Two  schools  report  new 
kindergarten  features  with  Montessori  principles;  four  describe  ad- 
ditional preparation  offered  for  prospective  high-school  teachers. 
Many  announce  steps  taken  into  the  field  of  training  the  so-called 
‘'special  teachers”;  12  have  added  equipments  and  arranged  special 
curriculums,  not  merely  additional  courses,  for  domestic  science 
teaching,  16  for  teaching  of  agriculture,  9 for  drawing  and  manual 
training,  6 for  music,  3 for  special  physical  training,  4 for  teaching 
commercial  subjects,  3 for  teaching  the  strictly  industrial  or  the  so- 
called  “prevocational”  work  of  upper  grades,  and  3 for  teaching 
“ normal  training”  work.  Two  institutions  report  successful  courses 
for  teachers  in  the  problems  of  sex,  and  one  reports  a curriculum  and 
facilities  for  preparing  prospective  teachers  to  deal  with  exceptional 
children.  Several  other  institutions  announce  “ courses”  in  this 
general  field,  though  not  “curriculums.”  This  impressive  total  of 
institutions  reporting  some  thoroughgoing  progress  in  curriculum- 
thinking  and  curriculum-making  is  one  of  the  most  striking  advances 
noted  in  the  whole  survey.  One  might  properly  add  here  courses 
for  training  in  library  work,  graduate  or  research  work,  and  corre- 
spondence courses,  all  decided  extensions  of  the  traditional  pro- 
gramme. 

There  are  eight  accounts  of  fundamental  changes  in  policy  with 
reference  to  prescription  and  election  of  courses,  and  one  other 
school  reports  the  intention  of  “doing  away  with  electives  altogether.” 
Several  begin  to  doubt  the  pedagogical  soundness  of  the  present  type 
of  course  in  the  history  of  education  and  in  experimental  psychology, 
and  are  introducing  other  fundamental  courses  of  sociological,  eco- 
nomic, and  ethical  character.  Many  speak  in  favor  of  tho  plan 
adopted  in  Minnesota  and  Wisconsin  for  normal  schools  to  supple- 
ment other  State  institutions  of  higher  learning  by  offering  two 
years  of  college  work.  The  experiment  seems  to  be  “working  well 
and  not  interfering,”  according  to  reports. 


534 


EDUCATION  REPORT,  1913. 


Eight  schools  report  the  inauguration  of  extension  teaching  with 
the  policy  of  establishing  at  strategic  points  what  are  termed  “ teach- 
ing centers.”  The  following  account  of  the  work  from  the  Macomb 
(111.)  Normal  School  adequately  presents  the  essential  elements  in 
this  work,  and  is,  moreover,  descriptive  of  probably  the  most  notable 
instance  of  extension  teaching,  although  striking  instances  are 
numerous : 

I consider  extension  work  the  greatest  addition  which  we  have  made  to  our  school 
work.  Two  years  ago  we  made  the  experiment  of  sending  one  member  of  our  faculty 
to  one  of  our  largest  towns  in  this  section,  Quincy,  to  give  regular  normal  school  courses 
to  the  teachers  in  the  public  schools  there.  About  60  enrolled  for  this  work,  and 
carried  two  subjects,  principles  of  teaching  and  psychology.  The  instructor  met  the 
class  about  20  times  during  the  year.  The  work  was  carefully  supervised,  and  the 
results  were  extremely  good.  The  interest  was  such  that  many  of  these  teachers 
were  led  to  enroll  in  the  summer  school  and  they  have  continued  their  work  since; 
many  have  completed  our  normal  school  course.  The  results  of  this  undertaking 
were  entirely  satisfactory,  and  last  year  arrangements  were  made  to  carry  on  the  work 
on  a very  much  larger  scale.  A regular  member  of  our  faculty  was  employed  as  ex- 
tension director,  to  give  all  of  his  time  to  such  work.  Arrangements  were  made 
to  have  classes  organized  in  10  different  centers  within  the  district  from  which  our 
school  draws  its  support.  Outlines  were  carefully  prepared  in  psychology,  principles 
of  teaching,  history  of  education,  sociology,  and  geography.  These  outlines  were 
placed  in  the  hands  of  the  teachers  who  enrolled  for  the  work,  textbook  assignments 
were  made,  and  supplementary  readings  were  arranged.  The  main  reference  work 
was  earned  on  through  the  secondary  text  which  treated  similar  subjects  to  those 
treated  in  the  primary  text.  Each  one  of  the  classes  was  met  from  16  to  20  times 
during  the  year,  beginning  in  September  and  closing  the  last  of  May  or  the  first  of 
June.  At  the  end  of  the  courses  examinations  were  given.  Those  teachers  who 
had  done  satisfactory  work  and  passed  satisfactory  examinations  -were  given  full 
normal  school  credit  for  each  course  carried.  No  teacher  was  expected  to  carry  more 
than  two  such  courses;  many  of  them  but  one.  The  school  officials  were  enthusiastic 
about  the  work  and  have  written  many  letters  complimentary  to  the  undertaking. 

Another  common  phase  of  this  extension  work  is  what  might  be 
called  rural  social  work.  The  four  institutions  reporting  it  employ 
some  one  to  spend  his  entire  time  in  rural  institute  activities. 

Certain  educational  “novelties”  in  the  way  of  curriculum  offerings 
should  be  noted.  In  new  curriculums,  or  in  “short  courses,”  are  offered 
in  some  schools  definite  instruction  in  moral  training,  special  per- 
sonal hygiene  for  teachers,  social  hygiene,  use  of  Montessori  material, 
the  various  standardized  tests  for  spelling,  arithmetic,  handwriting, 
and  English  composition,  and  instruction  in  dancing  and  in  plays 
and  games,  as  rowing,  tennis,  walking,  and  field  games,  and  one 
attempt  at  “outdoor  school  work  in  a screened  pergola.”  Educa- 
tional museums  are  reported,  and  several  attempts  at  demonstrations 
of  reorganizations  of  the  grades  and  of  the  methods  and  devices  for 
promotion  of  pupils  are  described. 

The  following  letter  from  the  Indiana  State  Normal  School  shows 
the  immediate  response  to  important  State  legislation  which  normal 
schools  make: 


PROGRESS  OP  TEACHER  TRAINING. 


535 


A law  enacted  by  our  general  assembly  of  1913,  known  as  “The  Vocational  Educa- 
tion Law,”  requires  the  teaching  hereafter  of  industrial  and  vocational  subjects  in 
all  the  grade  and  high  schools  of  the  State.  The  work  will  include  vocational  subjects, 
industrial  education,  domestic  science  and  arts.  The  general  assembly  increased 
very  materially  the  tax  for  the  support  of  the  Indiana  State  Normal  School — the 
State’s  institution  for  the  training  of  public-school  teachers.  This  increased  income 
will  enable  the  institution  to  make  early  provision  for  training  teachers  for  the  new 
lines  of  work.  We  are  already  planning  a large  building  to  be  used  exclusively  for 
the  training  of  such  teachers.  Work  will  begin  on  this  building  within  a few  months, 
and  it  is  hoped  to  push  it  to  completion  so  that  it  may  be  ready  for  use  early  in  the 
school  year  of  1914-15.  There  is  at  present  in  Indiana  a very  great  demand  for  teach- 
ers of  these  subjects,  and  it  is  impossible  to  supply  this  demand.  The  changes  which 
the  new  law  will  bring  about  in  the  school  system  of  Indiana  are  the  most  important 
and  far-reaching  that  the  State  has  seen  for  many  years.  It  will  require  several  years 
for  these  new  subjects  to  be  well  correlated  with  the  old  academic  subjects  and  to 
reduce  everything  to  smooth  working  order,  but  we  are  confident  that,  by  careful 
study  and  experiment,  the  two  kinds  of  work  may  be  carried  on  together  and  be  made 
to  reinforce  and  strengthen  each  other. 

There  are  some  chafings  at  legal  restraint.  A normal  school  in 
Pennsylvania  for  example  has  not  the  freedom  to  make  essential 
changes  without  the  consent  of  the  majority  of  the  12  other  State 
normal  schools. 

A recent  law  in  Vermont,  by  allowing  recognition  to  training 
courses  in  high  schools  equal  to  that  accorded  to  the  two  normal 
schools,  apparently  tends  to  lower  the  standard  for  teaching  in  that 
State.  The  Kansas  Legislature  recently  repealed  a law  which  pro- 
vided that  by  1917  no  one  not  at  least  a graduate  of  the  normal 
training  course  of  an  approved  high  school  should  be  allowed  to  teach 
in  any  school  of  the  State.  These  two  laws  mark  about  the  only 
steps  noted  in  this  survey  which  seem  to  be  retrogressive.  In  con- 
trast with  them  is  the  following  note  of  progress  in  Maine: 

The  legislature  of  the  State  of  Maine  at  its  biennial  meeting,  January,  1913,  passed 
the  following  law:  “No  person  shall  be  employed  to  teach  in  any  school  under  the 
supervision  and  control  of  any  school  board  of  any  city,  town,  or  plantation  of  this 
city,  after  September  1,  1914,  who  does  not  hold  a (State  certificate  as  herein  provided. 
No  person  unless  he  is  17  years  of  age  and  has  completed  a standard  high-school  or 
academy  course  shall  be  eligible  for  a certificate.” 

No  school  law  ever  passed  in  the  State  of  Maine  was  so  drastic  as  this  law;  no  law 
ever  passed  in  any  State  will  ever  do  more  for  the  rural  schools  than  this  law  will  do 
for  the  rural  schools  of  Maine.  Children  without  education  may  no  longer  teach  (?) 
school  in  Maine. 

Indiana  reports  still  higher  standards.  In  Pennsylvania  the  school 
code  of  1911  provided  for  the  transfer  under  certain  conditions  of  the 
property  of  the  normal  schools  of  the  State  from  private  ownership 
to  public  ownership  and  complete  public  control.  From  other  States 
also  come  reports  of  similar  change  in  administrative  control,  of  the 
adoption  of  definite  budget  systems,  and  of  methods  of  modern 
“scientific  management”  generally,  not  only  in  finance  administra- 
tion, but  also  in  systems  of  scholarship  records,  and  of  machinery 


536 


EDUCATION  REPORT,  1913. 


for  maintaining  announced  entrance  standards,  transfer  of  credits, 
and  “straight”  graduation. 

On  the  whole  the  traditional  normal  school  is  tilling  its  own  field, 
refining  its  courses,  improving  its  equipment,  raising  its  scholarship 
standard,  and  performing  a genuine  and  enthusiastic  service  in 
training  teachers  for  the  elementary  public  schools. 

Many  other  scattering  features  of  this  branch  of  teacher-training 
might  be  cited,  but  the  movements  described  in  the  foregoing  para- 
graphs are  representative.  It  should  be  noted  that  there  are  in- 
stances, as  the  case  cited  from  New  York,  of  tendencies  to  extend  the 
school  term  to  cover  the  whole  year.  Four  additional  schools  report 
the  beginning  of  a regular  summer  session  of  six  or  eight  weeks,  and 
others  are  planning  to  do  so. 

The  following  paragraphs  taken  from  a bulletin  of  the  State  Normal 
School  at  Spearfish  well  delimit  the  general  field  in  which  most  of 
our  institutions  of  this  grade  are  working: 

The  purpose  of  the  State  normal  school  is  to  train  teachers  for  rural  schools,  village 
schools  and  principalships,  city  schools,  the  teaching  of  special  subjects,  the  county 
superintendency,  and  for  work  in  at  least  the  smaller  high  schools. 

To  do  all  of  this  it  must  be  more  than  a high  school,  more  than  an  industrial  school, 
more  than  a commercial  school,  more  than  a training  school.  It  must  be  all  of  these 
in  one.  It  must  offer  the  best  instruction  in  all  subjects  taught  in  good  schools.  It 
must  have  admirable  teachers  and  admirable  equipment.  It  must  do  much  and 
strong  professional  work,  and  the  professional  department  must  have  as  its  laboratory 
a large  and  admirably  conducted  practice  school. 

Organization  of  subject  matter. — The  discussion  of  progress  in  normal 
schools  has  thus  far  been  concerned  primarily  with  administrative 
items;  it  seems  fitting  to  close  it  with  an  account  by  Dr.  Charles  A. 
McMurry,  of  a pedagogical  policy  which,  with  modifications,  might  aid 
college  teaching  and  high-school  work,  as  well  as  elementary  schools, 
for  it  is  almost  if  not  quite  as  much  needed  by  them.  Dr.  McMurry 
thus  describes  the  work  which  he  is  conducting  at  the  Northern 
Illinois  State  Normal  School: 

During  the  past  two  years  in  our  training  school  we  have  been  concentrating  our 
effort  upon  the  subject  matter  of  school  studies,  with  a view,  first,  to  selecting  the 
leading  central  topics  in  each  study  and  to  arranging  these  so  as  to  get  a far  simpler 
and  better  organized  course  of  study.  Second,  to  carefully  working  out  a full  treatment 
of  these  important  topics  as  examples  of  organization  and  method. 

We  have  been  trying  in  this  way  to  put  into  the  hands  of  young  teachers  at  the 
beginning  of  their  practice  work,  in  each  case,  an  adequately  worked  out  treatment 
of  whatever  topic  is  to  be  handled.  The  problem  we  have  set  ourselves  is  far  more 
difficult  than  might  at  first  appear.  The  difficulties  to  be  met  may  be  briefly  indicated : 

First.  Our  present  course  of  study  is  too  bulky.  It  is  an  over  accumulation  of  new 
and  old  materials,  often  not  well-organized.  We  have  too  many  things  to  teach  and 
all  too  crowded  to  get  anything  well  taught. 

Second.  Our  textbooks  do  not  furnish  full  and  adequate  treatment  of  topics.  In 
fact  they  lay  no  claim  to  such  fullness  of  concrete  detail  and  illustration  as  most  topics 
require. 


PROGRESS  OF  TEACHER  TRAINING. 


537 


Third.  In  spite  of  a good  liigh-school  training  and  of  a year’s  preliminary  study  in 
the  normal  school,  students  who  are  entering  upon  practice  teaching  are  by  no  means 
masters  of  the  special  topics  which  they  are  expected  to  teach.  We  may  summarize 
the  main  features  of  our  plan  in  the  following  series  of  points: 

1.  We  are  putting  this  large  collection  of  knowledge-materials  in  our  present  course 
through  a sifting-out  process.  The  result  is  the  selection  of  a few  main  topics  or  units 
of  study,  which  form  the  basis  for  reorganizing  and  simplifying  the  course  of  study. 

2.  We  have  set  ourselves  the  task  of  working  out  an  adequate  treatment  of  these 
important  topics,  showing  how  much  concrete,  descriptive  material — pictures,  maps, 
etc. — is  needed  in  each  case  to  give  the  topic  a completely  satisfactory  presentation. 
These  full  treatments  we  have  reduced  to  typewritten  or  printed  form,  for  whatever 
has  been  worked  out  effectively  by  one  teacher  may  be  later  used  by  other  teachers  who 
have  these  topics  to  handle.  * * * 

3.  We  have  therefore  set  our  mature  and  best- trained  teachers  to  work  upon  these 
large  topics  or  units  of  study,  to  collect  and  organize  this  material  and  to  bring  it  into 
satisfactory  form  for  use  in  the  classroom.  * * * 

4.  When  a young  student  is  called  upon  to  teach  one  of  these  topics,  we  put  this 
complete  and  well-organized  material  into  his  hands  with  a carefully  developed 
outline  or  sequence  of  main  points,  with  a series  of  further  references  to  library  books 
and  pamphlets,  and  with  a few  suggestions  as  to  the  method  of  treatment.  * * * 

5.  Our  thought  is  that  young  students  will  learn  the  principles  of  organization  better 
by  dealing  with  rich,  well  organized  material  which  thoughtful  experienced  teachers 
have  already  molded  into  shape,  than  with  miscellaneous  reference  materials  which 
the  young  teacher  has  neither  the  time  nor  ability  to  bring  into  shape.  As  soon  as  he 
has  acquired  some  notion  of  what  is  meant  by  organization,  he  may  be  called  upon 
to  do  some  of  this  planning  and  organizing  himself. 

6.  Our  young  teachers  find  that  they  must  expend  the  full  measure  of  time,  labor, 
and  ingenuity  at  their  disposal,  in  mastering  these  already  prepared  and  organized 
materials,  and  in  getting  the  whole  subject  into  good  shape  for  successful  classroom 
treatment.  * * * 

7.  The  result  of  our  plan,  however,  is  much  better  actual  teaching  of  the  children. 
In  such  a plan  as  this  the  children  are  not  much  sacrificed  to  the  experimentation  of 
young  and  ill-prepared  teachers.  The  just  criticism  against  much  of  our  practice 
teaching  can  be,  to  a considerable  extent,  silenced  by  this  kind  of  careful  forethought 
in  preparation. 

8.  The  planning  of  daily  lessons  is  much  simplified  by  such  a scheme  of  working 
out  large  and  important  units  of  study.  As  a usual  thing  we  do  not  try  to  plan  each 
day’s  lesson  as  a unit.  The  entire  topic,  or  unit  of  study,  may  require  a half  dozen 
or  a dozen  recitations  to  work  it  out  completely.  The  teacher’s  planning  directs 
itself  to  the  entire  unit  of  study.  * * * 

Before  allowing  a student  to  teach  one  of  these  large  units  of  study  we  try  to  give 
him  a test  or  examination  on  the  topic  to  see  how  well-prepared  he  is  before  teaching 
it.  Then  after  the  student  has  taught  the  series  of  lessons  to  a class  of  children,  we 
frequently  give  the  children  a test  to  see  how  well  the  work  has  been  accomplished. 

We  are  not  trying  to  lay  out  a fixed  and  unchangeable  plan  and  method  for  hand- 
ling any  particular  topic.  We  hold  ourselves  free  at  all  times  to  revise  or  change  the 
treatment  of  any  or  all  of  our  units  of  study.  Every  time  a particular  topic  in  taught 
the  teacher  is  free  to  revise  or  improve  it  according  to  her  judgment.  Or  it  may  be 
thrown  aside  if  some  better  topic  is  found.  In  this  way  we  hope  to  free  ourselves  from 
fixed  formal  and  arbitrary  routine.  In  classroom  work,  we  feel  that  the  teacher  should 
remain  free  to  operate  according  to  her  own  convictions. 

For  analysis  of  the  strictly  professional  instruction  in  education 
offered  in  a representative  number  of  normal  schools  see  Table  IV. 


538 


EDUCATION  REPORT,  1913. 

VI.  STATE  DEPARTMENTS  OF  EDUCATION. 


In  requesting  information  from  State  superintendents  of  education, 
the  following  topics  were  mentioned  to  indicate  the  sort  of  information 
desired : 

1.  Extent  to  which  the  various  colleges  of  the  State  that  furnish  teachers  for  the 
public  schools  are  adopting  higher  standards,  academic  and  professional,  for  intended 
teachers. 

2.  Specific  advance  steps  noticeable  in  the  grade  of  professional  work  done  by  the 
summer  county  institutes,  and  in  the  administration  of  these  institutes. 

3.  Improvements  in  the  reading  circle  as  organized  in  your  State ; such,  for  example, 
as  different  departments  for  high-school  and  grade  teachers. 

4.  Some  reasons  for  believing  that  high  schools  (or  county  normal  schools)  are  or 
are  not  successful  in  their  efforts  at  teacher-training. 

5.  Means  provided  for  making  teachers’  certificates  based  upon  examination  more 
nearly  equivalent  to  certificates  based  upon  academic  and  professional  work  done  in 
the  regular  curriculums  of  normal  schools  or  colleges. 

6.  Specific  statutes  adopted  by  your  recent  legislature  providing  for  teacher- training 
in  high  schools. 

Full  replies  were  received  from  20  State  departments.  In  regard  to 
question  1 , practically  all  replies  cite  instances  of  raised  standards  of 
teaching.  In  Kansas  the  State  board  of  education  has  recent  legal  au- 
thorization for  standardizing  teacher-training  colleges;  for  over  a year 
a committee  from  representatives  of  accredited  colleges  of  the  State 
has  been  at  work  preparing  a manual  of  college  standards.  This  docu- 
ment is  expected  to  fix  minimum  standards  of  admission  requirements, 
graduation  requirements,  training  of  professors,  laboratory  and  library 
equipment,  equipment  of  the  department  of  education,  etc.,  and  maxi- 
mum teaching  hours  per  week  for  instructors.  Any  State  college 
which  can  not  measure  well  up  to  such  a standard  shall  forfeit  the 
right  to  certify  to  the  State  board  its  graduates  as  qualified  to  teach  in 
secondary  schools. 

The  reports  from  many  of  the  small  colleges  indicate  that  they  are 
conforming  to  the  requirements  of  their  respective  States.  This 
centralization  of  the  standardizing  function  for  teacher-training 
institutions  of  a State,  though  yet  not  very  common,  is  in  the  end 
inevitable.  It  appears  that  27  States  now  require  some  professional 
study  of  education  with  college  graduation  for  certain  teacher  certifi- 
cates. Others,  without  legal  provision  practice  this  method.  The 
average  number  of  college-credit  hours  in  the  professional  study  of 
education  is  now  about  1 5 in  addition  to  systematic  observation  and 
practice  teaching,  and  there  are  many  reports  of  increase  in  this 
requirement. 

The  number  of  States  with  no  central  system  of  teacher  certifica- 
tion is  less  each  year;  Illinois  adopted  the  central  certificating  plan 
in  1913,  though  with  a low  requirement.  All  this  indicates  the 
importance  of  establishing  through  the  central  agency  of  the  State 


PROGRESS  OP  TEACHER  TRAINING. 


539 


department  of  education  minimum  standards  for  all  grades  of  teach- 
ing. Until  recently  the  larger  cities,  those  of  the  first  class  particu- 
larly, have  not  been  willing  to  subject  themselves  to  some  minor 
inconveniences  that  follow  uniform  State  certification.  There  are 
evidences  now  that  ideas  of  local  autonomy  will  not  continue  to  pre- 
sent this  hindrance  to  the  elevation  of  the  standards  of  teaching  as  a 
profession. 

Answers  to  question  2 indicate  the  importance  which  the  State 
education  departments  place  upon  summer  schools  of  all  grades, 
from  those  at  State  universities  to  the  county  institutes.  A lengthy 
discussion  of  the  developments  in  this  connection  occurs  in  a later 
section  of  this  survey. 

In  general,  the  information  received  relating  to  reading  circles  is 
significant.  More  and  more  that  work  is  centralized  under  the 
direction  of  the  State  superintendent.  Here  also  one  finds  greatest 
interest,  and  in  most  cases  greatest  faith,  in  the  plan  of  State  subsidy 
of  high  schools  undertaking  teacher-training  functions. 

Certificates  upon  examination. — It  may  be  said  that  almost  all 
State  departments  have  the  right  to  award  certificates  upon  their  own 
examinations  in  lieu  of  graduation  after  academic  and  professional 
study  in  a higher  institution  of  higher  grade.  This  is  a necessary 
provision,  but  in  its  administration  it  has  often  resulted  in  lowered 
standards.  Some  of  the  replies  evidence  an  appreciation  of  this  fact 
and  outline  plans  for  more  thoroughgoing  tests. 

Teacher  training  in  high  schools. — The  answers  to  the  questions 
indicate  the  further  spread  of  the  movement  to  make  of  high  schools 
an  important  factor  in  teacher  training.  That  movement  is  of  great 
significance  in  the  immediate  development  of  secondary  education. 
The  normal  training  now  administered  not  merely  as  additional 
courses  in  the  general  high-school  program,  but  more  and  more  as 
full,  differentiated,  thoroughly  worked  out  curriculums  for  segregated 
groups  of  young  candidates  for  teaching.  Although  there  are  some 
who  are  strenuously  opposed  to  the  movement,  State  superintendents 
and  normal  school  presidents  generally  approve  the  policy,  and  look 
upon  it  as  the  only  device  now  available  by  which  we  may  hope  to 
raise  the  present  low  standard  of  teaching  in  the  rural  schools. 

There  is  cause  for  gratification  when  a State  like  Indiana  can  afford 
to  add  this  professional  work  to  a full  four  years’  academic  high- 
school  work.  In  most  States  it  is  a question  of  practical  import  how 
far  the  laws  can  go  in  requiring  academic  preparation  and  profes- 
sional training  without  making  it  impossible  to  man  the  country 
schools.  Another  bearing  this  whole  matter  has  upon  secondary 
education  is  the  effect  it  is  already  having  in  adding  momentum  to 
the  movement  to  extend  the  regular  work  of  secondary  schools  to 
include  two  additional  years. 


540 


EDUCATION  DEPORT,  1913. 


GENERAL  CONDITIONS  IN  CERTAIN  STATES. 

Wisconsin. — Most  State  superintendents  are  concerned  with  the 
larger  policies  with  regard  to  what  might  be  called  the  State’s  teaching 
assets.  The  following  report  from  Wisconsin  illustrates  the  attitude 
taken  by  most  State  superintendents,  although  that  State  is  unique 
hi  some  of  the  provisions  described: 

Standards  of  teaching. — In  the  State  university  there  has  been  an  effort  to  confine 
the  teaching  license  to  the  subjects  in  which  the  teacher  “majored.”  The  teachers 
are  not  recommended  for  other  lines  of  work  than  those  in  which  they  have  majored, 
although  sometimes  practical  necessity  requires  that  they  teach  other  things.  It  is 
required  in  late  years  that  an  intending  teacher  shall  have  had  a course  in  the  pedagogy 
of  the  subject  she  is  majoring  in.  There  is  also  a definite  requirement  of  two-fifths  of 
professional  work.  The  other  colleges  of  the  State  whose  work  is  recognized  in  the 
granting  of  State  certificates  must  come  up  to  the  standard  of  the  State  university. 

The  normal  schools  have  been  making  slight  advances  in  their  requirements,  but 
no  notable  advances. 

Summer  normal  schools. — In  place  of  the  one  and  two  week  institutes  formerly  held 
in  each  county,  we  now  require  all  persons  who  have  never  taught  to  attend  a profes- 
sional school  for  teachers  and  to  obtain  credits  in  four  subjects:  Methods  in  reading  and 
language,  methods  in  geography,  methods  in  arithmetic,  and  methods  in  school  man- 
agement. A professional  school  for  teachers  is  defined  as  a county  training  school 
for  teachers,  a State  normal  school,  or  a school  of  equivalent  rank,  offering  courses  simi- 
lar to  those  offered  in  the  State  normal  schools.  By  this  law  all  teachers  have  had  at 
least  six  weeks  of  professional  training  before  commencing  their  work.  In  addition 
to  the  above  requirements,  county  superintendents  in  all  of  the  counties,  by  the  aid 
of  the  State,  hold  two  or  more  two-day  institutes.  In  counties  remote  from  the  train- 
ing schools  and  normal  schools,  superintendents  have  held  one-week  institutes. 

Rural  teachers. — The  training  and  normal  schools  are  doing  more  effective  work, 
owing  to  the  fact  that  men  with  more  experience  in  rural  conditions  have  been  placed 
in  charge  of  the  professional  work.  There  has  been  a tendency  in  the  normal  schools 
to  offer  instruction  to  the  beginning  teachers  that  was  better  fitted  for  grade  work  than 
for  work  in  rural  schools.  The  difficulty  has  been  to  engage  instructors  for  the  pro- 
fessional work  in  the  professional  schools  who  had  the  ability  to  teach  and  manage  a 
one-room  rural  school. 

Each  professional  school  is  maintaining  an  ungraded,  model  department  that  as  far 
as  possible  embodies  the  conditions  that  will  confront  teachers  in  the  one-room  rural 
school.  This  model  department  is  taught  by  an  experienced  country  school-teacher, 
and  beginning  teachers  are  required  to  observe  the  methods  of  this  teacher. 

Greater  attention  is  paid  to  the  academic  proficiency  of  the  would-be  teacher. 
Greater  stress  is  put  on  the  mastery  of  the  subjects  taught  in  the  common  schools  by 
those  who  expect  to  teach. 

There  is  not  so  marked  a tendency  on  the  part  of  the  teachers  in  the  classes  in 
methods  to  neglect  country  school  conditions  and  emphasize  graded  school  work. 
The  serious  problem  in  methods  is  to  adapt  them  to  the  needs  of  the  persons  who  are 
to  teach  in  rural  schools.  This  tendency  of  instructors  to  keep  in  mind  city  conditions 
is  rapidly  disappearing. 

Reading  circles. — About  two  years  ago  a teachers’  reading  circle  was  organized,  but 
the  county  was  made  the  unit  of  effort  rather  than  the  State.  A committee  will  report 
to  the  meeting  of  the  State  teachers’  association  next  month  on  desirable  changes  in 
the  organization  and  management  of  teachers’  reading  circles  in  the  State.  This  com- 
mittee will  also  report  on  the  advisability  of  the  formation  of  a State  young  people’s 


PROGRESS  OF  TEACHER  TRAINING.  541 

reading  circle.  The  teachers’  reading  circle  has  not  concerned  itself  much  with  the 
reading  of  other  teachers  than  those  in  the  rural  schools. 

Normal  courses  in  high  schools. — The  legislature  of  the  State,  session  of  1913,  made 
provision  for  establishing  27  departments  in  27  different  high  schools  for  the  training 
of  teachers,  and  for  paying  the  cost  of  the  instructor  from  State  funds.  Such  training 
departments  can  not  be  established  in  counties  which  maintain  a county  training 
school  for  teachers,  of  which  there  are  27.  The  law  does  not  specify  how  much  aid 
may  be  given,  but  the  State  superintendent  has  practically  decided  that  no  school 
shall  receive  more  than  $1,000  of  this  aid  per  year,  and  in  no  case  more  than  the  salary 
of  the  teacher  who  administers  the  course. 

School  boards  invariably  give  preference  to  persons  that  have  completed  the  course 
of  study  offered  at  a county  training  school  for  teachers  or  at  a high  school  maintaining 
a similar  department. 

There  is  no  disposition  on  the  part  of  the  county  boards  of  supervisors  to  abandon 
county  training  schools.  In  fact,  these  schools  are  firmly  established  as  part  of  the 
educational  policy  of  the  State,  and  the  legislature  at  its  last  session  made  provision 
for  the  establishment  of  four  more  schools. 

State  school  inspectors  invariably  report  that  they  are  able  to  tell  without  previous 
knowledge  whether  or  not  a teacher  in  a rural  school  has  had  professional  training  at  a 
high  school  or  at  a county  training  school.  School  boards  are  willing  to  pay  a higher 
salary  to  teachers  that  have  had  this  training.  In  late  years  the  teachers  writing  for 
State  certificates  are  expected  to  produce  field  and  laboratory  notebooks  showing  that 
they  have  done  work  in  such  subjects  as  biology  and  physics  as  given  in  the  schools 
and  colleges.  This  usually  means  the  necessity  of  attending  such  institutions  at  least 
for  a time. 

Connecticut. — The  puzzling  response  from  Connecticut  is  an  excep- 
tion and  leads  to  speculation  as  to  what  other  thing  a State  depart- 
ment may  do  in  this  matter  of  influencing  progress  in  teacher  training. 

None  of  the  questions  touch  the  conditions  in  this  State. 

At  the  risk  of  saying  too  much  in  response  to  your  interrogatories  I venture  the 
following : 

1.  None  of  the  colleges  of  the  State  furnish  teachers  for  the  public  schools. 

2.  There  are  no  summer  county  institutes.  Usually  we  have  a State  teachers’ 
meeting  covering  four  to  six  weeks. 

3.  The  reading  circle  is  not  organized  by  the  State.  There  is  a voluntary  reading 
circle  very  limited  in  its  scope. 

4.  High  schools  do  not  undertake  teacher  training. 

5.  No  means  have  been  provided  for  making  teachers’  certificates  equivalent  to 
any  other  certificates. 

6.  There  are  no  statutes  providing  for  teacher  training  in  high  schools. 

The  foregoing  does  not  mean  that  we  fail  in  training  teachers  or  that  our  schools 
are  without  trained  teachers. 

We  have  no  county  organization.  We  have  no  State  system  of  higher  education. 

Massachusetts. — A sort  of  high-giade  service  of  a technical  peda- 
gogical character  which  a State  department  can,  with  great  effective- 
ness and  on  a large  scale,  render  the  schools  of  an  entire  State  is  well 
typified  in  the  work  under  the  direction  of  Dr.  David  Sneddcn,  State 
commissioner  of  education  for  Massachusetts.  lie  distributes  to 
both  elementary  and  high-school  workers  valuable  pamphlets  of 
discriminating  advice  concerning  the  principles  of  curriculum  making, 


542 


EDUCATION  REPORT,  1913. 


the  principles  of  choice  of  courses  of  study,  and  the  essential  factors 
of  method  in  distinguishing  functions  and  fundamentals  in  different 
courses  and  in  the  organization  of  teaching  material,  both  as  to 
curriculum  and  daily  schedule  making.  This  service  stands,  among 
the  activities  of  State  superintendents,  on  a plane  with  the  work  of 
Dr.  McMurray  in  normal  schools,  which  was  discussed  at  some  length 
on  a previous  page. 

Alaska. — The  conditions  in  Alaska  are  exceptional  and  deserve  full 
treatment,  which  is  not  practicable  here.  The  following,  however, 
will  convey  an  idea  of  the  state  of  affairs : 

In  Alaska  there  have  been  no  recent  changes  in  the  administration  of  the  white 
schools  of  the  Territory,  and  there  have  been  few  advanced  steps.  The  white  schools 
in  Alaska  are  maintained  by  direct  appropriation  for  that  purpose  by  Congress,  the 
governor  of  the  Territory  being  ex  officio  superintendent  of  schools.  The  Territorial 
legislature  has  no  control  over  educational  affairs  in  Alaska.  That  body,  however, 
has  memorialized  Congress  asking  that  steps  be  taken  to  secure  a systematic  inspec- 
tion of  the  schools  and  the  adoption  of  a uniform  course  of  study  in  the  schools  of 
the  Territory. 

Alaska  has  no  colleges;  but  in  the  graded  schools,  which  are  confined  to  the  incor- 
porated towns  for  the  most  part,  higher  standards,  academic  and  professional,  are 
being  adopted  for  teachers  employed  in  these  schools.  Teachers’  institutes  are 
unknown  in  the  Territory,  partly  because  the  distances  between  towns  are  so  great 
as  to  make  them  practically  impossible;  for  the  same  reason,  there  are  no  reading 
clubs  except,  perhaps,  in  local  high  schools  and  among  grade  teachers. 

The  work  done  by  most  of  the  high  schools  of  Alaska  is  without  doubt  thorough, 
for  graduates  are  admitted  to  some  of  the  State  universities  upon  their  certificates 
of  graduation  obtained  from  the  high  schools.  It  is  also  to  be  presumed  that  their 
efforts  at  teacher  training  are  more  or  less  successful.  While  the  teachers  in  the 
schools  of  incorporated  towns,  I believe,  are  generally  required  to  have  certificates 
from  normal  schools  or  colleges  before  they  are  employed,  in  the  white  schools  outside 
of  the  towns  no  examination  for  teachers’  certificates  is  required.  Teachers,  how- 
ever, must  have  certificates  from  some  normal  school  or  college,  upon  presentation 
of  which  a license  to  teach  is  issued  by  the  ex  officio  superintendent  of  education 
for  a period  of  two  years. 

No  statutes  were  enacted  by  the  recent  Territorial  legislature  providing  for  teacher 
training  in  the  high  schools  for  the  reason  set  forth,  namely,  that  the  legislature  has 
no  control  over  the  Territorial  schools. 

IMPROVEMENT  OF  TEACHERS  IN  SERVICE. 

Not  even  a partial  account  of  recent  progress  in  teacher  training 
should  fail  to  mention  the  various  policies  and  plans  in  operation  for 
the  improvement  of  those  teachers  already  in  service.  Some  of  these 
progressive  steps  may  be  mentioned  briefly. 

There  are  many  instances  of  the  provision  for  professional  improve- 
ment of  teachers  through  more  systematic  direction  of  their  reading. 
Virginia,  West  Virginia,  and  other  States  wisely  differentiate  the 
requirements  for  reading  for  the  different  classes  of  teachers,  elemen- 
tary and  secondary.  Rochester  furnishes  a well-planned  teachers’ 
professional  library  and  reading  room*  opened  last  September. 


PROGRESS  OF  TEACHER  TRAINING. 


543 


Of  more  professional  interest,  perhaps,  are  the  steps  taken  by  pro- 
gressive cities  in  the  provision  for  constructive  classroom  supervision 
which  follows  in  a professional  spirit  some  definite  mutually  under- 
stood standard  of  teaching.  Illustrative  of  this  is  the  recently  pub- 
lished “ supervision  card  " issued  by  the  New  York  bureau  of  municipal 
research,  a copy  of  the  Ohio  survey  card,  containing  items  for  re- 
cording factors  in  classroom  efficiency.  Nothing  perhaps  so  defi- 
nitely marks  genuine  progress  in  training  for  teachers  in  service  as 
the  repeated  indorsements  and  adoptions  of  such  standards  by 
school  supervisors.  The  same  may  be  said  of  definite  graduated 
scales  for  the  measurement  of  merit  and  for  the  promotion  of  teachers. 

Bejmnd  these  signs  of  the  general  development  of  a teacher's 
professional  conscience,  significant  administrative  recognition  is 
accorded  teachers'  attempts  at  self-improvement.  Many  more  school 
boards  than  ever  before  are  providing  “ visiting  day"  for  teachers,  a 
step  toward  other  and  better  plans  for  teacher  improvement.  More 
cities  are  adopting  the  policy  of  paying  teachers  full  salaries  while 
attending  teachers'  meetings;  others  recognize  summer-school  attend- 
ance in  their  promotion  policy;  others  make  definite  reimbursements 
for  certain  outlays  for  professional  improvement;  others  encourage 
leaves  of  absence  for  travel  or  study  and  make  provision  for  auto- 
matic reinstatement  in  position  without  the  formality  of  reelection. 
The  most  advanced  cities,  Boston,  Rochester,  Cambridge,  and  others, 
make  provisions  for  leaves  of  absence  on  salary  for  such  purposes. 

Another  improvement  of  very  great  significance  is  the  voluntary 
organization  of  teachers  of  the  whole  country  on  a high  professional, 
but  avowedly  protective  basis.  The  National  Council  of  Education 
and  the  National  Education  Association  in  its  most  recent  meeting 
have  heard  the  elaborate  plans  for  guild  organization.  Several  State 
teacher  organizations  have  made  moves  in  the  same  direction. 

VII.  CITY  SCHOOL  SYSTEMS. 

Much  should  be  said  in  any  adequate  report  of  progress  in  teacher 
training  concerning  the  constructive,  extensive,  and  in  a sense 
gratuitous  or  at  least  self-protective  work  of  preparation  of  teachers 
done  by  city  systems  of  education.  Many  far-seeing  city  superin- 
tendents are  adopting  Supt.  Maxwell's  fundamental  idea  that  every 
school,  elementary  and  high,  as  well  as  every  city  training  school, 
shall  contribute  in  its  proper  way  to  the  training  of  teachers.  With 
this  conception  of  the  work,  many  cities  are  adopting  plans  by  which 
teachers  in  training  may  do  practice  teaching  under  the  guidance  of 
critic  teachers  and  may  observe  gifted  teachers  at  their  work,  while 
rendering  substitute  service.  Notable  among  such  cities  are  New 
York,  St.  Paul,  Rochester,  Spokane,  Omaha,  New  Orleans,  Paterson, 
N.  J.,  Louisville,  Ky.,  Kansas  City,  Mo.,  Birmingham,  Ala-.,  and 


544 


EDUCATION  REPORT,  1913. 


others.  Almost  every  one  of  these  cities  presents  some  unique 
feature  either  of  organization  or  of  educational  conviction  of  the 
pedagogical  principles  involved. 

The  following  are  extracts  from  letters  sent  in  response  to  an  inquiry: 

Kansas  City,  Mo'. — A normal  training  department  has  recently  been  established  to 
prepare  teachers  for  elementary  schools.  Two  years  following  graduation  from  the 
high  school  are  required,  the  first  year  in  theoretical  work,  the  second  as  cadet  or 
substitute  teacher. 

During  the  past  year  no  teachers  have  been  employed  who  have  not  received  pro- 
fessional training.  We  hope  in  the  near  future  to  advance  the  requirements  both  in 
theoretical  and  in  practical  work.  This  year  we  are  placing  our  cadets  under  critic 
teachers  at  different  places  within  the  city.  Two  of  these  cadets  are  placed  in  charge 
of  rooms  having  adjoining  grades,  and  under  the  exclusive  care  of  a critic  teacher. 
They  are  required  to  do  consecutive  work  in  some  specific  grade,  for  at  least  12  weeks, 
after  which  they  are  given  an  opportunity  to  do  practice  work  in  other  grades.  We 
feel  that  very  efficient  work  is  done  in  preparing  our  best  high-school  people  for 
places  in  our  elementary  schools. 

Louisville , Ky. — When  the  graduates  of  the  normal  school  first  become  teachers  in 
the  public  schools  they  are  given  the  title  “substitute  teacher”  and  are  paid  $45  per 
month  for  a half  year.  At  the  end  of  that  time,  if  their  work  has  been  satisfactory, 
they  are  made  “temporary  appointees”  and  receive  $50  per  month  for  half  a year. 
At  the  end  of  this  year,  if  their  work  continues  to  be  satisfactory,  they  are  recom- 
mended as  permanent  teachers  in  the  Louisville  public  schools  at  a salary  of  $55  per 
month.  Thereafter,  advancement  depends  upon  the  growth  of  the  teacher  and  the 
ability  of  the  board  to  give  special  increases  in  salary. 

The  advantage  of  this  plan  is  that  the  normal  school  graduates  do  not  feel  when 
they  receive  their  diplomas  that  their  preparation  for  the  teaching  profession  is  com- 
pleted. Now  they  understand  that  they  must  continue  to  grow  in  order  to  receive 
permanent  appointments  in  the  Louisville  schools.  It  is  during  this  first  year  as 
teachers  that  they  should  be  most  ready  to  accept  criticism  and  profit  by  it.  The 
attitude  of  these  people  is  quite  different  from  that  of  the  normal  school  graduate  who 
believes  she  is  going  to  receive  a permanent  position  the  very  moment  she  has  com- 
pleted the  two  years’  work  in  a city  normal  school,  and  that  it  is  not  necessary  for  her 
to  continue  to  study  and  improve  her  technique. 

This  plan  is  also  followed  with  the  graduates  of  the  Kentucky  State  normal  schools 
and  all  persons  employed  to  teach  in  the  city  schools.  They  must  spend  at  least  one 
year  on  probation  before  they  are  given  permanent  positions.  This  plan  is  not  very 
different  from  the  plan  followed  in  other  cities,  the  feature  being  that  the  teachers 
themselves  realize  that  the  first  year  must  be  a year  of  growth.  After  that  the  most 
efficient  teachers  are  the  ones  who  receive  special  increases  from  year  to  year. 

Paterson , N.  J. — Training  of  teachers  for  city  schools  requires  a different  course  of 
professional  study  and  a type  of  practice  school  different  from  those  for  training  teachers 
for  rural  schools,  because  conditions  and  problems  are  essentially  different.  This 
applies  not  merely  to  special  method  work,  special  studies,  etc.,  but  to  the  more 
general  studies — psychology,  school  administration,  history  of  education,  etc.,  in 
which,  while  the  two  classes  of  teachers  may  follow  the  same  general  direction,  the 
incidence  of  attention  and  application  will  be  different.  It  is  an  established  fact 
that  elementary  school  teachers  and  secondary  school  teachers  can  not  be  trained  in 
the  same  courses;  the  difference  is  no  greater  than  that  between  rural  and  urban 
teachers.  Yet,  in  the  average  normal  school,  little  distinction  is  made.  The  city 
training  school  is  a specialized  institution,  doing  advanced  professional  work. 

The  practice  school  is  the  laboratory  of  a normal  school  and  should  be  thoroughly 
coordinated  with  it  in  administration.  This  is  our  aim.  The  starting  point  is  in  the 


PROGRESS  OF  TEACHER  TRAINING. 


545 


practice  school  for  the  study  of  psychology,  management,  class  administration,  edu- 
cational sociology,  special  method  courses,  general  method,  and  even,  in  a way, 
history  of  education.  Young  students  take  hold  of  these  studies  with  better  under- 
standing of  their  inner  meaning  and  value,  if  they  approach  them  through  the  con- 
crete: Not  only  this,  but  professional  study  should  continue  through  the  course, 
so  that,  when  practice  begins,  the  student  will  give  part  time  to  observation  and 
practice  and  part  to  professional  study,  with  the  new  light  thrown  on  it  by  actual 
participation  in  school  work.  During  the  first  stage  of  professional  study,  students 
visit  different  grades  for  observation  and  model  lessons.  Later  they  take  up  actual 
teaching  under  supervision  for  from  one-half  to  two-thirds  of  each  day  and  make  a 
general  study  of  school  conditions,  school  administration,  school  methods,  and  school 
children,  and  a special  study  of  particular  problems  of  class  administration,  par- 
ticular methods,  and  particular  children.  At  the  same  time  they  continue  their 
study  of  general  professional  subjects.  This  correlation  between  practice  teaching 
and  classroom  study  of  great  subjects  strengthens  and  broadens  each  part  of  a pro- 
fessional course  and  helps  the  normal  teacher  to  keep  his  class  work  in  close  touch 
with  the  everyday  work  of  the  schools  and  adapt  it  more  fully  to  the  practical  needs 
of  normal  students.  Too  long  have  study  and  practice  teaching  been  separated — 
thus  tending  toward  the  abstract.  Our  aim,  very  imperfectly  realized  at  present, 
has,  I believe,  great  promise  in  it. 

New  Orleans , La. — There  is  need  that  practice  teaching  should  be  conducted  under 
conditions  very  similar  to  those  prevailing  in  the  regular  schoolroom.  A plan  should 
be  provided  by  which  the  critic  teachers  and  supervisors  of  practice  teaching  in  the 
normal  school  could  follow  up  the  graduates  of  the  normal  school  during  their  first 
and  second  years  of  teaching.  This  follow-up  plan  is  needed,  since  it  frequently  hap- 
pens that  the  principal  under  whom  the  new  teacher  secures  her  first  experience  is 
not  sympathetic  toward  normal-school  training.  This  causes  discouragement  to  the 
young  teacher,  and  often  results  in  her-  abandoning  some  of  the  very  best  methods 
taught  in  the  normal  school. 

VIII.  SUMMER  SCHOOLS. 

The  development  of  summer  schools  of  all  grades  has  been  unparal- 
leled, and  it  seems  to  presage  an  era  of  all-the-year-round  instruction 
in  higher  institutions.  Whether  or  not  this  will  be  the  outcome,  it  is 
certain  that  summer  schools  are  undergoing  radical  changes  in 
administration  and  methods,  and  are  also  fast  becoming  a sub- 
stantial factor  in  the  educational  scheme  of  the  country.  The 
larger  universities,  like  Columbia  and  Chicago  and  some  State 
institutions,  find  it  practically  impossible  to  provide  teaching  facili- 
ties for  the  great  number  of  teacher-students  who  apply.  In  increas- 
ing numbers  the  normal  schools  are  abandoning  the  Chautauqua 
idea  and  conducting  regular  summer  sessions  for  teachers.  In  the 
same  way  the  large  district  and  the  smaller  county  institutes  are 
becoming  summer  schools  and  assuming  that  name,  offering  in  some 
cases  differentiated  courses  of  a strictly  professional  character  for 
the  teacher  groups  attending.  As  an  instance  of  this  extension  of 
function  of  the  summer  county  institute  may  be  cited  the  “summer 
school’ ’ of  Frederick  County,  Md.,  under  the  direction  of  J.  M. 
Gambrill,  “the  result  of  the  desire  of  the  public  school  teachers  for 
17726°— ed  1913— vol  1 35 


546 


EDUCATION  REPORT,  1913. 


real  professional  study.”  The  purpose  of  the  school  for  August  18 
to  September  5,  1913,  was  thus  stated: 

To  displace  the  old-fashioned  ‘‘inspirational”  institute  in  which  the  whole  body 
of  teachers  listen  to  lectures  for  several  days,  and  to  substitute  in  its  stead  real  school, 
in  which  teachers  are  divided  into  groups  according  to  the  nature  of  their  special 
problems,  are  supplied  with  books  and  material  for  serious  study,  and  work  coopera- 
tively with  their  instructors  for  a sufficient  time  to  accomplish  tangible  and  practical 
results.  A reference  library  will  be  available.  The  classes  will  be  conducted  so  as 
to  give  opportunity  for  questions  and  discussions,  and  in  each  course  the  subject 
will  be  treated  with  special  reference  to  the  course  of  study  and  particular  problems 
of  the  respective  groups.  Each  instructor  will  have  conference  periods  during  which 
the  student-teachers  may  consult  him  individually. 

Sessions  will  be  held  in  the  mornings,  five  days  in  each  week,  from  Monday  to 
Friday.  The  afternoons  will  be  left  free  for  the  reading  assigned  by  the  instructors 
and  for  the  preparation  of  prescribed  exercises.  Work  will  in  all  cases  begin  promptly 
according  to  schedule,  and  attendance  records  will  be  kept  by  all  instructors. 

The  plan  of  organization  provides  the  following  groups:  (1)  Primary:  Beginners, 
chiefly  for  those  of  very  little  or  no  experience;  (2)  primary  (rural):  For  teachers  of 
one-room  and  two-room  schools;  (3)  primary  (urban):  For  teachers  in  graded  schools 
with  three  or  more  teachers;  (4)  rural  (grades  4-7) : For  teachers  in  one-room  and  two- 
room  schools;  (5)  urban  (grades  4-5);  and  (6)  urban  (grades  6-7):  For  teachers  in 
graded  schools  with  three  or  more  teachers;  (7)  high  school:  For  teachers  of  grades 
8-11. 

The  extent  to  which  normal  schools  do  already,  and  wftl  to  a 
greater  extent,  figure  in  this  summer  work  for  teachers  is  suggested 
by  the  following  report  from  the  New  York  State  department  of 
education,  at  Albany: 

The  principal  advancement  which  has  been  made  in  this  State  in  the  requirements 
for  teachers’  certificates  has  been  in  those  set  for  teachers  employed  in  the  rural 
schools.  The  elementary  certificate,  the  lowest  grade  issued  for  the  rural  schools, 
has  been  discontinued.  It  has  also  been  announced  that  the  academic  certificate, 
one  issued  to  a high-school  graduate  who  has  earned  a regents’  academic  diploma, 
will  not  be  issued  after  August  1,  1915,  unless  the  holder  of  such  diploma  completes 
a summer  course  in  a State  normal  school.  The  requirement  for  admission  to  training- 
course  classes  has  been  advanced  so  that  no  student  who  has  not  completed  at  least 
two  years  of  high-school  work  may  be  admitted  to  one  of  these  classes.  The  majority 
of  the  members  of  these  classes  now  are  high-school  graduates.  The  summer  session 
at  the  Oneonta  State  Normal  School  was  continued  and  it  is  intended  to  open  all 
State  normal  institutions  for  summer  courses.  A special  rural  school  course  was 
established  in  the  Brockport  State  Normal  School.  The  course  requires  instruction 
for  one  year,  and  the  completion  of  four  years’  academic  work  is  set  for  admission  to 
such  course.  The  number  of  training  classes  has  been  increased  from  81  to  114,  the 
maximum  limit  fixed  in  the  law.  These  changes  are  important  steps  toward  a require- 
ment which  shall  demand  that  all  rural  school  teachers  shall  have  completed  a four 
years’  academic  course  and  at  least  one  year  of  professional  training  in  a course  espe- 
cially adapted  for  rural  schools.  A reading  course  has  been  established  for  rural 
teachers  through  the  cooperation  of  district  superintendents. 

The  present  requirement  for  all  other  elementary  school  teachers  in  this  State  is  the 
completion  of  a four  years’  academic  course  and  a two  years’  professional  course  in  a 
State  normal  school  or  a city  training  school. 

The  general  proportions  of  summer-school  work  in  universities  is 
indicated  in 'the  following  tables  and  statistical  comparisons: 


Character  of  'professional  wort  in  education  offered  in  summer  schools  of  certain  colleges  and  universities , 1913. 


PROGRESS  OF  TEACHER  TRAINING.  547 


Subjects  for  seminars. 

Principles  of  education  (graduates). 

Medical  university. 

1.  Educational  psychology  (grad- 

uates); 2.  School  supervision  (grad- 
uates). 

Abnormal  psychology  (advanced 

students). 

School  administration  (graduates). 

Elementary  education. 

Modern  problems. 

Research  (graduates). 

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Total  (282) 

1 Social  education.  2 Moral  and  religious  education.  3 Moral  and  social  education. 


548 


EDUCATION  REPORT,  1913. 


Courses  of  instruction  and  number  and  professional  training  of  instructors  in  education  in 

certain  summer  schools. 


Summer  schools  in  1913. 


University  of  California 

University  of  Colorado 

Cornell  University 

Dartmouth  College 

University  of  Denver 

Harvard  University 

University  of  Idaho 

University  of  Illinois 

Johns  Hopkins  University.. . 

University  of  Kansas 

University  of  Kentucky 

University  of  Michigan 

University  of  Minnesota 

University  of  Missouri 

University  of  Montana 

University  of  New  Mexico. . . 

•New  York  University 

University  of  North  Carolina 
University  of  North  Dakota. 

Ohio  University 

University  of  Oklahoma 

University  of  Pennsyl  vania.. 

University  of  Tennessee 

University  of  U tah 

University  of  Vermont 

University  of  Virginia 

University  of  Washington . . . 

University  of  Wisconsin 

University  of  Wyoming 

Total 


Number 

of 

courses. 

Number 
of  in- 
structors. 

Instructors  with — 

Ph.  D. 

A.  M. 

A.  B . 

Other 

degrees. 

No 

de- 

gree. 

7 

i 6 

3 

! 

1 

6 

5 

1 

2 

/ 1 LL.  D. 

\ 1 Litt.  D. 

\ 

8 

5 

2 

1 

2 

/ 

26 

4 

1 

( 1 LL.  D. 

^ 1 Pd.  M. 

1 

4 

2 

1 

1 

1 1 B.S. 

J 

5 

3 

1 

1 

1 | 

6 

5 

2 

1 

1 M.  S. 

1 

3 13 

6 

4 

1 

1 

i 9 
&8 

6 

2 

1 

1 

2 

1 

1 S.  B. 

1 

4 

2 

2 



11 

4 

4 



1 



4 

2 

1 

1 

16 

9 

6 

2 

1 B.S. 

14 

8 

1 

1 

6 6 

5 

(I * * * * 6 7 8 * * II 12 13) 

12 

8 26 

S 

1 

/ 1 B.S. 

\ 1 Ph.  B. 

} 1 

7 

4 

1 

1 

/ 

2 

3 

1 

1 

9 7 

3 

1 

2 

8 

5 

2 

1 

1 

1 B.S. 

21 

io  18 

2 

1 

ii  15 

8 

11 

3 

3 

1 

3 

3 

/ 1 B.S. 

\ 1 M.  E. 

1 D.Dd. 

} 

12  1 

13  8 

4 

1 

1 

1 

1 

17 

14 

1 

3 

/ 1 M.  Pd. 

\ 2 B.S. 

} H6 

9 

5 

3 

2 

9 

6 

2 

2 

/ 1 M.  L. 

\ 1 B.L. 

1 - - 

18 

5 

1 

3 

1 

282 

161 

55 

31 

17 

19 

24 

I Instructors’  names  not  stated  in  faculty  list. 

* Six  allied  courses.  Round  tables  (supervision)  one  course  for  graduate  work. 

s Six  open  for  graduate  credit;  three  by  vote  of  graduate  faculty. 

* Demonstration  school  of  seven  elementary  grades. 

&  Seven  given  graduate  credit;  in  educational  psychology  and  secondary  education,  extra  work  gives 
extra  credits;  30  hours’  graduate  credit  can  be  secured  during  consecutive  summer  session  residence. 

6 No  degree  given. 

7 Faculty  list  not  given. 

8 Special  model  school  of  100  defective  children;  work  in  this  school  may  count  toward  Pd.  D.  degree; 
students  in  certain  courses  are  exempted  from  some  of  the  examinations  for  New  York  City  teachers. 

8 Three  or  four  of  the  courses  offered  give  graduate  credit  if  desired. 

Ten  professors— 9 in  school  of  observation;  8 lecturers;  just  3 degrees  given. 

II  School  hygiene  courses  taught  by  men  from  engineering  department;  special  methods  in  general 
subjects. 

12  Professor’s  name  not  given  in  faculty  list. 

13  Allied  courses  in  elocution;  3-year  summer  normal  course. 

ii  For  requirements  of  teachers  of  higher  grades,  see  pages  16-21  of  summer  catalogue;  teaching  Montessori 
method— name  not  on  faculty  list. 


PROGRESS  OF  TEACHER  TRAINING, 


549 


Summer  session  enrollments  at  seven  of  the  universities  in  the  Middle  West , 1907-1911. 

UNIVERSITY  OF  CHICAGO. 


1907 

1908 

1909 

1910 

1911 

Liberal  arts  and  science: 

929 

1,120 

1,161 

1,181 

1,261 

Women 

815 

881 

947 

948 

888 

Total 

1,744 

2,001 

2, 108 

2,129 

2, 149 

Professional: 

Divinity — 

Men 

198 

211 

240 

226 

193 

W omen 

23 

9 

27 

21 

29 

Medicine— 

Men 

93 

132 

135 

131 

85 

W omen 

9 

16 

8 

12 

9 

Law — 

Men 

122 

120 

143 

139 

157 

Women 

1 

1 

1 

2 

1 

Education: 

Men 

79 

108 

125 

149 

123 

Women 

423 

587 

606 

636 

616 

Total 

958 

1,184 

1,285 

1,316 

1,213 

Total  registered 

2,  702 

3,185 

3, 393 

3,445 

3, 362 

Duplicates 

89 

134 

129 

109 

110 

Net  total 

2, 613 

3,051 

3, 264 

3,336 

2, 252 

UNIVERSITY  OF  ILLINOIS. 


Men...  

333 

477 

456 

463 

Women 

222 

187 

175 

214 

Total. 

555 

664 

631 

677 

UNIVERSITY  OF  INDIANA. 


Total. 


721  1,005  1,139  1,337  I 1,069 


UNIVERSITY  OF  MICHIGAN. 


Literature,  science,  and  arts 

Department  of  engineering 

Medicine  and  surgery 

Law 

500 

335 

99 

121 

558 

321 

80 

119 

678 

316 

108 

149 

694 

340 

104 

131 

645 

284 

121 

153 

Homeopathic 

3 

7 

1 

Dental  surgery 

12 

Pharmacy 

11 

15 

Total 

1,070 

1,085 

1,224 

1,237 

1,194 

UNIVERSITY  OF  MISSOURI. 


Columbia: 

Men 

W omen 

Rollo  School  of  Mines: 

Men 

Women 


222 

230 

255 

253 

294 

258 

24 

286 

290 

20 

1 

452 

508 

576 

597 

507 

Total. 


550 


3 0112 


05244013 


T 


EDUCATION  REPORT,  1913. 


Summer  session  enrollments  at  seven  of  the  universities  in  the  Middle  West  1907- 

1 91 1 — Continued . 

OHIO  STATE  UNIVERSITY,  COLUMBUS. 


1907 

1908 

1909 

1910 

1911 

Summer  term 

308 
' 26 
11 
80 

453 

32 

18 

592 

36 

14 

639 

22 

738 

28 

Lake  laboratory 

Civil  engineering 

Shop  work 

Total 

425 

503 

642 

661 

766 

UNIVERSITY  OF  WISCONSIN. 


Literature  and  science: 

Graduates 

167 

368 

37 

3 

73 

267 

470 

51 

18 

209 

313 

550 

67 

15 

174 

367 

627 

47 

13 
138 

14 
51 

6 

Undergraduates  and  teachers 

Law 

Engineering: 

Graduates 

Undergraduates  and  artisans 

Agriculture: 

Graduates 

Undergraduates 

Hairy  school 

13 

ll 

9 

Total 

661 

1,026 

1, 128 

1,263 

1,537 

Summer  session,  1912. 


Institutions. 

Courses. 

Instructors. 

Undergraduate. 

Graduate  and 
undergraduate. 

Graduate. 

Total. 

Professors. 

Associate  pro- 
fessors. 

Assistant  pro- 
fessors. 

Others. 

Total. 

Proportion  of 
professorial 
rank. 

Chicago 

203 

132 

98 

333 

66 

35 

29 

109 

239 

Per  cent. 
54 

Illinois 

94 

12 

16 

122 

13 

1 

9 

42 

65 

35 

Indiana 

144 

6 

5 

155 

24 

14 

8 

48 

94 

49 

Michigan 

226 

21 

44 

291 

50 

37 

78 

165 

Missouri 

59 

56 

10 

125 

lo 

10 

20 

45 

DO 

56 

Ohio 

87 

17 

14 

118 

27 

6 

13 

17 

63 

73 

Wisconsin 

154 

77 

16 

249 

19 

21 

28 

66 

134 

51 

